The Psychology of Prejudice (2nd Edition). Cet article n’est pas disponible.The Psychology of Prejudice (2nd Edition)

This comprehensive, research-based text examines the major theories of prejudice and stereotyping through an engaging narrative that reads like a well-crafted story rather than an empty series of statistics.

Though the focus of this book is on empirical studies, author Todd D. Nelson has synthesized the data and presented it in a way that will excite readers. The goals were two-fold: To create a strong central text (as opposed to a collection of readings) for professors teaching a course in prejudice, and also to facilitate student interest in the subject. The Psychology of Prejudice is intended to stimulate critical thinking about what causes, maintains, and reduces prejudice and stereotyping, while also relaying the historical background on the birth of research on stereotypes.

The Psychology of Prejudice, Todd D. Nelson’s newly revised and updated text, offers students an in-depth look at the roots of prejudice based on empirical literature and current research. Nelson pairs comprehensive coverage of the material with an approachable and conversational writing style, making the text accessible for students. With its applied focus, The Psychology of Prejudice challenges readers to think critically and formulate personal opinions about issues such as ageism, sexism, and racism. The improved pedagogical features of the second edition of the text, including summary sections at the conclusion of each chapter, will only improve students’ understanding of this important discipline.

New Features of the 2nd Edition:

• New sections on sexist humor and the neurobiology of prejudice
• Expanded coverage of research on homosexuals, the overweight, and the physically-challenged
• Updated section on implicit stereotyping and prejudice

“I think this is a very good text on prejudice―well-written, entertaining, stimulating, and informative.”
―Gretchen Sechrist, The State University of New York at Buffalo

“The text is written in a manner that is both interesting and empirically-based. My students really seem to enjoy reading the text.”
―James Johnson, University of North Carolina-Wilmington