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Journal of Teacher Education
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Reducing Resistance to Diversity through Cognitive Dissonance Instruction

Implications for Teacher Education

Elisabeth L. McFalls

University of South Florida

Deirdre Cobb-Roberts

University of South Florida

Before admission to the college of education, students at a large, predominantly White public university in the Southeast are required to complete a state-mandated course on diversity issues. The purpose of this course is to introduce students to diversity and effective ways of addressing it in future classrooms as a result of changing demographics. Often, students experience resistance to diversity issues because their current understandings or beliefs may not coincide with the information presented in class. One psychological theory that can address this phenomenon is called cognitive dissonance. In the study reported here, the principles of cognitive dissonance theory are applied to an instructional strategy used to reduce resistance. The results indicate that incorporating cognitive dissonance theory into instruction on diversity creates an awareness of dissonance (i.e., metadissonance) and has the potential for reducing resistance to diversity issues. Implications for teacher education are addressed.

Journal of Teacher Education, Vol. 52, No. 2, 164-172 (2001)
DOI: 10.1177/0022487101052002007
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