Translating Recategorization Strategies Into an Antibias Educational Intervention


  • Author Note: Rita Guerra and Samuel L. Gaertner, Department of Psychology, University of Delaware; Margarida Rebelo, Social Ecology Division, LNEC; Maria B. Monteiro, Department of Social and Organizational Psychology, ISCTE-IUL.
  • This work was supported by a grant from the Foundation for Science and Technology (SFRH/BD/10792/2002) to the first author. Preparation of this article was facilitated by a grant from the National Science Foundation (0613218) to Samuel L. Gaertner and John F. Dovidio.

Correspondence concerning this article should be addressed to Rita Guerra, CIS—Centro de Investigação e Intervenção Social, Edifício ISCTE—IUL, Av. das Forças Armadas, 1649-026 Lisboa, Portugal. E-mail:


This experiment explored whether the benefits of a complete recategorization and a dual identity might effectively be translated into an intervention program designed to reduce prejudice among European Portuguese and African Portuguese 9- to 11-year-old children. Participants interacted for 45 minutes in weekly sessions for a month. One month after the last interaction, measures were administered to the children. Results revealed that only recategorization reduced prejudice over time relative to the control condition. Consistent with a functional perspective regarding which representation would most effectively promote their group's goals, a one-group representation was more effective for the African Portuguese minority group.