Active learning ideas
This topic examines the cognitive and social roots of how we view others. Students explore how attitudes are formed through experience and social learning, and how they can be changed through persuasion. A significant portion of the unit is dedicated to understanding stereotypes (cognitive), prejudice (affective), and discrimination (behavioural).
Activity 01
Students bring in or find advertisements and news clips. They move around the room identifying the stereotypes present and discussing how these images might reinforce prejudice in the Australian public.
How are attitudes formed and changed?
Activity 02
Using a modified, age-appropriate version of Jane Elliott's exercise, students experience being 'in-group' or 'out-group' based on an arbitrary characteristic, followed by a deep debrief on the feelings of discrimination.
What is the psychological basis of stereotyping?
Activity 03
Groups are given a scenario of community tension (e.g., between long-term residents and new migrants). They must use psychological principles like 'superordinate goals' to design a community event that reduces friction.
How can prejudice and discrimination be reduced?
A few notes on teaching this unit
Watch Out for These Misconceptions
Stereotypes are always negative.
Students often forget 'positive' stereotypes (e.g., 'all Asians are good at maths'). Teachers should explain that even 'positive' stereotypes are harmful because they ignore individual differences and create unrealistic pressures.
Prejudice and discrimination are the same thing.
Students often confuse the feeling with the action. A 'sorting' activity with different scenarios helps students distinguish between the internal attitude (prejudice) and the external action (discrimination).
Methods used in this brief
Group Dynamics and Social Influence
An exploration of how the presence of others affects individual behaviour, including conformity, obedience, and the impact of status and power.
8 methodologies
Prosocial and Antisocial Behaviour
An examination of the factors that encourage helping behaviour and those that lead to reluctance to help, including the bystander effect.
8 methodologies