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Decreasing prejudice by increasing discrimination.

E J Langer, R S Bashner, B Chanowitz

    Journal of Personality and Social Psychology
    |July 1, 1985
    PubMed
    Summary
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    Mindfulness training helps children view handicaps as specific to function, not people. This reduces inappropriate discrimination and avoidance of handicapped individuals.

    Area of Science:

    • Child Psychology
    • Social Cognition
    • Mindfulness Studies

    Background:

    • Children's perceptions of individuals with handicaps can be influenced by training.
    • Mindfulness, defined as active distinction making, may impact social perception.

    Purpose of the Study:

    • To investigate the impact of mindfulness training on sixth graders' perceptions and reactions to handicapped children.
    • To determine if high-mindfulness training reduces discrimination and avoidance behaviors.

    Main Methods:

    • A 2x2 factorial design experiment was employed.
    • Sixth graders received either high- or low-mindfulness treatment.
    • Participants viewed slides of either "normal" individuals or primarily "handicapped" individuals.

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    Main Results:

    • High-mindfulness training, particularly with explicit reference to handicaps, led to the view that handicaps are function-specific, not person-specific.
    • Children in the high-mindfulness group showed less inappropriate discrimination for or against handicapped individuals.
    • Crucially, subjects in the high-mindfulness group were less likely to avoid handicapped individuals.

    Conclusions:

    • Mindfulness training can foster more nuanced and less discriminatory perceptions of handicaps in children.
    • Teaching children to be more mindful promotes understanding that handicaps do not define individuals.
    • Interventions focused on mindfulness may effectively reduce social avoidance of handicapped peers.