BEHV1021

The Individual in Society

Workbook 3
Prejudice & Discrimination

Contributions by Dr Tim Griffin,

Dr Sky Hugman, Miriam Hynes and Fiona Webber
School of Social Sciences
Western Sydney University 2023
We expect you to prepare for Tutorial 3 by completing this workbook. Prepared students are more
engaged than unprepared students, contribute more to informed discussions, and learn more.

The benefit of preparation and being informed only accrues if you do your own work. Studying in
groups is OK, but not doing the work is not OK.

I declare that I have not copied or received the work of another student (or other students) to
complete the preparatory exercises in this Tutorial Workbook.

Y N (delete or cross N out)

Delete N with a clear conscience

(If you can’t delete N clear conscience your Workbook will not get marked.)
Less than half the More than half but Every question.
questions. not every question.
Please add your text in blue so we can easily see that you have
Before submitting your workbookcompleted the set
you are required activities.
to tick (or mark in some form) one of the
following boxes, to indicate how much of this workbook you have completed:

Topic 3: Prejudice and Discrimination

Sub-topics of Prejudice and Discrimination
1. What is prejudice?
2. Understanding Social Identity
3. How do we reduce prejudice?

You will choose one sub-topic from this topic for your Learning Journal.
You do not need to do this until you have explored all of these sub-topics.
These sub-topics are covered in your textbook in Chapter 6 & 9:
Chapter 6: Prejudice: Disliking others
Chapter 9: Helping and prosocial behaviour
(particularly ‘bystander effects’ – 3e pp. 343 – 350; 2e 330 – 339; 1e 325 – 335).

These sub-topics are also covered in Lecture Topic 7 – Prejudice and Discrimination.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 2
To complete this Workbook you will need to refer to the following:
· Learning Guide;
· Textbook;
· Lecture on Prejudice and Discrimination;
· Readings linked from this Workbook.
Relevant readings for these sub-topics are referenced under each sub-topic.

Important Note about Self-Disclosure

Workbooks 2, 3,4 and 5 contain some surveys or quizzes that ask you questions about yourself (e.g. your self-
esteem). These surveys and quizzes yield scores, and interpretations of those scores.
You are not required to reveal your scores or to talk about them if you do not want to. You may feel more
comfortable talking about the scores in a more abstract way (e.g. people with high or low self-esteem), which
is perfectly okay.
This unit also covers sensitive topics such as prejudice and discrimination and students are likely to feel
strongly about some of the issues raised.
Students are to show each other respect when discussing sensitive topics in online.
If any of the inventories, or your scores or discussions cause you concern, you may wish to contact student
support counselling services on: 9852 5199, or call lifeline on: 131114 or beyond Blue on: 1300224636.
Information about the University Counselling Service can be found at:
https://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/counselling_services

(Dr) Sky Hugman- Unit Coordinator

Reflection (Learning Journal) 2

Write down any questions you want to ask about Reflection: Learning Journal 2.

Why do I get anxious, how can I over come this

Have your questions been already answered in the vUWS Discussion Forum on Reflection (Learning
Journal) 2?
Can you find answers in the Learning Guide?

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 3
Prejudice & Discrimination – Introduction

This section is to start your thinking about prejudice and discrimination.

Complete the following (you can use the lecture on Prejudice & Discrimination for this):

Attitude is to behaviour as is to as as intention is to action.

Briefly, what does this mean? This statement reflects the idea that attitudes often predict or
influence behavior, much like intentions can be indicative of future actions. However,
it acknowledges that other factors, such as situational constraints, may also play a role
in determining whether intentions or attitudes translate into actual behaviors. In
psychology, this concept is often discussed in the context of the attitude-behavior link
and the Theory of Planned Behavior, emphasizing the role of intentions as a mediator
between attitudes and actions.

In the space below, provide brief definitions of:

Stereotype:

Prejudice:

Discrimination:

Think of some examples of stereotypes, e.g. “women are not good drivers”, “men can’t cook”, and
“gay men have fabulous dress sense” and write them in the space below.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 4
Have you ever been judged with a stereotype? If so, how did it feel?

Read the article listed below (in both APA and Harvard format) by Pedersen, Clarke, Dudgeon, and
Griffiths (2005).

You will need to go to the library database to find this article.

Pedersen, A., Clarke, S., Dudgeon, P. & Griffiths, B. (2005). Attitudes towards Indigenous Australians
and asylum seekers: The role of false beliefs and other social-psychological variables. Australian
Psychologist, 40(3), 170-178. doi:10.1080/00050060500243483
Pedersen, A, Clarke, S, Dudgeon, P & Griffiths, B 2005, ‘Attitudes towards Indigenous Australians and
asylum seekers: The role of false beliefs and other social-psychological variables’, Australian
Psychologist, vol. 40, no. 3, pp. 170-178, viewed 13 November 2013, Wiley Online Library,
DOI10.1080/00050060500243483.

Have you ever searched a library database before? What did you learn?

Remember you can contact the library via chat.

Although this article was published in 2005 and reflects the policies of the Howard Government,
‘asylum seekers’ remains a hot political topic. Many of you might have seen the Go Back to Where
You Came From program on SBS and other similar programs and have followed the political debates
and discussions.
It is still a good Australian article on how ‘false beliefs influence prejudice.
The authors state that the foundation of prejudice is ‘false beliefs’ and give some examples. Write
down some false beliefs about asylum seekers. You may use the examples given by Pedersen et al.
(2005), or write down others that you know.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 5
What is ‘institutional racism’ (refer to your textbook or lecture 7)

Give an example of institutional racism.

It is not enough to say ‘Pauline Hanson’

Do you think that Australia is a tolerant multicultural society?

Many of you have heard about ‘fake news’ or ‘alternative facts’. As we know, attitudes such as
prejudice are based on knowledge or beliefs. How do you think ‘fake news’ contributes to ‘false
beliefs’ and prejudice? Can you think of an example?

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 6
BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 7
Sub-topic 1: What is Prejudice?
Readings for subtopic 1
Myers & Zinkiewicz (2016), Myers (2013), or Myers (2010). The pages for each of the sections in this
sub-topic are given in the section.
(This is from your textbook.)
The conversation article New research shows prejudice still high in Australia by Nicholas Faulkner,
Kun Zhao and Liam Smith.
https://theconversation.com/new-research-shows-prejudice-still-high-in-australia-but-many-people-
seeking-to-promote-social-inclusion-127792
Have a go at referencing the conversation article.

Four types of prejudice

List four types of prejudice (e.g. sexism – you can even use this one).

1.

2.

3.

4.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 8
Prejudice on the basis of sexual orientation
Read the chapter in you text written by
Myers & Zinkiewicz (2016, p. 192) or Myers (2013, p. 180), or Myers (2010, pp. 174) (depending on
which version you have)
Your sexual orientation is none of our concern and you may decide to answer the questions below or
not. The point is that questions that might be asked (or thought) of gay, lesbian, transgender or
bisexual people to justify their sexual orientation are rarely asked of heterosexual people. These are
questions for heterosexual people, designed to raise awareness of the prejudices surrounding sexual
orientation.
1. What do you think caused your heterosexuality?
2. When and how did you first decide you were heterosexual?
3. Is it possible that your heterosexuality is just a phase you may grow out of?
4. Is it possible that your heterosexuality stems from a fear of others of the same sex?
5. If you have never slept with a member of your own sex, is it possible that you might be gay if
you tried it?
6. If heterosexuality is normal, why are so many mental patients heterosexual?
7. Why do you heterosexual people try to seduce others into your lifestyle?
8. Why do you flaunt your heterosexuality? Can't you just be who you are and keep it quiet?
9. The great majority of child molesters are heterosexual. Do you consider it safe to expose
your children to heterosexual teachers?
10. With all the societal support that marriage receives, the divorce rate is spiralling. Why are
there so few stable relationships among heterosexual people?
11. Why are heterosexual people so promiscuous?
12. Would you want your children to be heterosexual, knowing the problems they would face,
such as heartbreak, disease, and divorce?

What do these questions tell you about prejudice on the basis of sexual orientation?
(You could think about social assumptions about what is ‘normal’.)

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 9
Gender prejudice
Read Myers & Zinkiewicz (2016, pp. 199-201), Myers (2013, pp. 188-191), or Myers (2010, pp. 181-
184).

Ambivalent Sexism Scale

Myers & Zinkiewicz (2016, p. 200) state that “… people don’t respond to women in the same gut-
level negative emotions as they do other certain groups. Most people like women more than men.”
[In other text book editions, see Myers (2013, p. 189) or Myers (2010, p. 182).]
However, gender attitudes are often ambivalent. Ambivalent sexism is composed of both a ‘hostile’
and ‘benevolent’ prejudice toward women. Hostile sexism is an antagonistic attitude toward women,
who are sometimes viewed as trying to control men through feminist ideology or sexual seduction.
Benevolent sexism is a chivalrous attitude toward women that feels favourable but is actually sexist
because it casts women as weak creatures in need of men's protection.
Read about and complete the Ambivalent Sexism Scale (suitable for all genders to complete) at:
http://www.understandingprejudice.org/asi/
You can find more information about the Ambivalent Sexism Scale and other measures of prejudice
at:
http://www.understandingprejudice.org/asi/faq.htm
Now that you have done the questionnaire, did it tell you anything you didn’t know? The online
questionnaire allows you to compare your results with those of others. Reflect on how you compare
on the two scales (hostile and benevolent). You can also do comparisons with other countries –
what did you discover? (If you are good at ‘snipping’ or cutting and pasting, you could insert your
results here.)

Have you experienced or seen any behaviours that could be classed as ambivalent or benevolent
sexism? Describe them here. This may form the basis for a discussion in your group forum.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 10
Sub-topic 2: What is Social Identity?
Readings for subtopic 2
Myers and Zinkiewicz (2016, pp. 209-217), Myers (2013, pp. 198-207) or Myers (2010, pp. 191-201)
and the Simply Psychology Blog Post – Social Identity Theory which you can access below
https://www.simplypsychology.org/social-identity-theory.html

Have a go at referencing the above blog post here. Go back to workbook one where we provided
examples of blog post referencing for you.

Definitions
Provide definitions, using your own words as much as possible, for the terms below. Writing
definitions in your own words is practice in paraphrasing: an essential skill for university writing.

Social Identity

In-group

Out-group

In-group bias

Out-group
homogeneity
effect

Write down any ideas or examples that relate to your experiences, to create notes for your
Reflection (Learning Journal) 2.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 11
In your examples, you may use actions by your own group, or actions of members of another group
towards yours. You may also use examples from recent social events that you have read about or
seen in the media, in addition to or instead of your own experience, such as clashes between racist
and anti-racist groups as described by Elder (2015). The link to the Elder article is given in the
reference, shown below in both APA and Western Sydney University Harvard styles.

Which of your ‘in-groups’ is or are the most important to your social identity, and why?

Have you seen or experienced any in-group bias? Was this towards one of your groups, or to another
group? What was it, and what happened?

Have you seen or experienced any examples of the ‘outgroup homogeneity effect’? What were they
and what happened?

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 12
Were there any prejudice or discrimination associated with any of your examples? If so, what was it,
and why did it happen?

Social Identity can shape our politics and the way we approach complex issues. Read the following
article.
https://theconversation.com/our-social-identity-shapes-how-we-feel-about-the-adani-mine-and-it-
makes-the-energy-wars-worse-133686

What are some of the political issues you identify with because of your social identity?

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 13
Sub-topic 3: How can we reduce prejudice?

There are different ways to work to reduce prejudice, in this workbook we on

Bystander anti-racism the Psychological approach and reducing bias in ourselves. Write about one or
two of these in your Reflection 2.

Readings for sub-topic 3

The readings you will use in this subtopic are Nelson, Dunn and Paradies (2011), Plous (2000) and
any of the other articles, videos and links listed in this section.
Read the article by Nelson, JK, Dunn, KM & Paradies.
YES! Use the library database to find this article.
How did you go searching the library database?

Harvard referencing format

Nelson, JK, Dunn, KM & Paradies, Y 2011, ‘Bystander anti-racism: a review of the literature’,
Analyses of Social Issues and Public Policy, vol. 11, no. 1 , pp. 263-284, viewed [insert the date you
accessed the link here, e.g., 21 February 2016], Wiley Online Library, DOI10.1111/j.1530-
2415.2011.01274.x.
Plous, S 2000, ‘Responding to overt displays of prejudice: a role-playing exercise’, Teaching
Psychology, vol. 27, no. 3, pp. 198-200.

APA referencing format

Nelson, J. K., Dunn, K. M. & Paradies, Y. (2011). Bystander anti-racism: A review of the literature.

Analyses of Social Issues and Public Policy, 11(1), 263-284. doi:10.1111/j.1530-

2415.2011.01274.x

Plous, S. (2000). Responding to overt displays of prejudice: A role-playing exercise. Teaching

Psychology, 27(3), 198-200.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 14
Bystander effects

To understand bystander anti-racism, we first need to understand bystander effects.

In the box below makes some notes about what the case of Kitty Genovese and Aunty Delmae
Barton tell you about bystander effects.

In the box below provide a definition of bystander effects. Make some notes about things that might
discourage people from intervening in an instance of discrimination.

How might understanding bystander effects help us reduce prejudice and discrimination?

Bystander anti-racism
Bystander effects and racism – survey
Have you recently observed racism in your social world?
If so, go to the survey on bystander effects and racism to record your responses and reflections.
https://uwsssap.co1.qualtrics.com/SE/?SID=SV_9sfMDZnDziceoux
(if the link does not work for you, copy and paste it into your browser)

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 15
After you have read the information about the study you will be asked on the second page whether
you consent to your responses being used for research purposes. You can say ‘no’ here if you wish
and your responses will not be used for research, but you can continue with the survey.
When you have completed the survey, a page will come up showing your responses for each
question. In the right-hand corner of the screen is a PDF button to create a PDF of your responses –
save it and email it to yourself. You can use this PDF to refer to for your Learning Journal if you
chose this aspect.

Definition of bystander anti-racism

Write down a definition of bystander anti-racism from Nelson, Dunn and Paradies (2011). Use your
own words to write the definition (‘paraphrase’: writing information in your own words).

Tip: When looking in a reading for specific information, scan the headings to help you find the
relevant section. Then, look for the topic sentences (first sentence in each paragraph) to find the
main idea of each paragraph. When you find relevant information, you can read and note-take
as much of the information as you need for your purpose.

Videos of racism
Imagine you are travelling home from work or uni and you overhear a fellow passenger racially
abusing another commuter. This happens relatively frequently and incidents are increasingly being
captured on mobile phones and posted to social media.
Heidi, who filmed an incident of racism on public transport, said when she and another passenger
spoke up, “We didn’t receive any support from the other passengers. Some told us to sit back down
and be quiet and everyone just looked really blasé. No one did anything about it”. See this link for
video and an article about the incident filmed by Heidi:
https://www.smh.com.au/national/nsw/racist-rant-tourists-abused-on-sydney-bus-20130401-
2h2ig.html

In a different incident, some of the passengers spoke up, telling the lady to “shut up”, and banding
together to take a stand against the racism. This link shows an article about and video of the
incident: http://www.smh.com.au/nsw/we-speak-english-in-this-country-woman-films-racial-tirade-
on-sydney-train-20151218-glr6kj.html

Obstacles and enablers for bystander anti-racism

Click the following link to access the Nelson, Dunn & Paradies (2011) journal article: (login required)
http://onlinelibrary.wiley.com.ezproxy.uws.edu.au/doi/10.1111/j.1530-2415.2011.01274.x/epdf

Nelson, Dunn and Paradies (2011) discuss obstacles and enablers for bystander anti-racism action.

Below, write obstacles and enablers that they have identified.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 16
Obstacles

Enablers

The information you have written above is description of factors that are related to whether or not
bystanders will intervene when they see racism. They have been divided into the categories of
‘obstacles’ and ‘enablers’.
Use the next table to analyse the two example videos, linked earlier in this section, for obstacles and
enablers, using the information from Nelson, Dunn and Paradies (2011) that you wrote above. How
did what you wrote earlier about obstacles and enablers compare with what you have written
below?

Situation Obstacles and enablers in the situation

Video: racist behaviour on bus,

most bystanders did not act

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 17
 Video: racist behaviour on train,
several bystanders did act

We could take the same ‘obstacles’ and ‘enablers’ factors for bystander anti-racism action and
classify them into different categories. Classifying information into categories is a form of analysis.
We could, for example, work out which of the factors are more related to the attributes of the
bystander (for example, ‘knowledge of what constitutes racism’, or ‘lack of knowledge about how to
intervene’), or more related to the specific situation, including who the bystander is with, or their
relationship to the perpetrator of the racism (for example, ‘impression management, preserving
interpersonal relations’, or ‘fear of violence or vilification, being targeted by perpetrator’. We could
also look at social factors: for example, social norms about racism.

Analyse the information you already wrote describing obstacles and enablers of bystander action
for factors more related to the bystander and factors more related to the situation (highlight each
category in a different colour).

You can see that many factors related to bystander attributes describe skills and knowledge,
including what racism is, the harm it can do, and what can be done to intervene. One of the
purposes of this sub-topic is to give you greater skills and knowledge so that you feel empowered to
intervene if you see racism.

We will return to factors related to the situation shortly.

Responses to racism

On the next page, you will see a table with three columns. For the first column, look in Nelson, Dunn
and Paradies (2011) to find and list the possible responses to racism from the A.R.T. program. The
other two columns have been filled out for you, copied from their sources. Lists like these are
examples of descriptive writing about information. They don’t tell you anything more, like how or
when to use the responses. It’s up to you to analyse which of these responses would be appropriate
in different situations.

Use the article by Nelson, Dunn and Paradies (2011) to fill in the table below.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 18
 A. Responses to racism from
Nelson, Dunn and Paradies
(2011, p. ………… )
Above, write the page number
where you found the responses
B. Responses to racism from C. Responses to racism from
Plous (2000, p. 199) Western Sydney University
(n.d.)

Possible responses listed by the B1. Use questions such as "Why C1. Confronting or disagreeing
Anti-racism Response Training do you say that?" and "Do you with the perpetrator
(A.R.T.) program (9 responses): feel that way about every
C2. Calling it "racism" or
person in that group?" As
A1. "discrimination" (if it is safe or
Fisher and Ury (1983) wrote
productive to do so)
with respect to negotiation,
"Statements generate C3. Interrupting or distracting
resistance, whereas questions perpetrator
A2. generate answers .... Questions C4. Comforting the person(s)
offer .... no target to strike at, targeted
no position to attack" (p. 117).
C5. Expressing upset feelings
B2. Arouse cognitive
A3. dissonance in the prejudiced C6. Seeking assistance from
speaker by priming the friend, teacher, manager,
speaker's egalitarian self- coach etc.
image. An example of this C7. Reporting the incident to
A4. strategy would be a response authorities
such as "I'm surprised to hear
you say that, because I've
always thought of you as
A5. someone who is very open-
minded."
B3. Tell the other person how
you feel (e.g., "It makes me
A6. uncomfortable to hear that")
rather than how to behave
(e.g., "You shouldn't say that").
The latter statement can be
disputed, but the former
A7.
cannot.
B4. Approach the other person
with respect rather than self-
righteous indignation. Many
A8.
prejudiced comments are
misguided attempts at humor
by speakers who do not view
themselves as prejudiced;
A9. consequently, an effort to
convince them not to be
prejudiced is likely to fail.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 19
You may see racism in a range of different situations, and with a range of obstacles and enablers to
taking action.
In some situations, maintaining a good relationship with the person who does the racist behaviour is
important, and in others, it may be unimportant. Some targets of racism may need greater support
than others. Also, some situations are safe to take overt action in, while others may be risky.
Combining ideas from more than one source is an example of synthesis. The ideas are grouped
together because they have a relationship. For example, they may all be actions suitable for
responding to racism when you want to maintain a relationship with the person who has done the
racist behaviour. Sometimes, the ideas will be different, but have something in common. Sometimes,
they are the same idea stated in different sources, written in different words. Always reference the
source that the idea came from. If the ideas are the same, write the idea in your own words, and
reference both the sources.
Here is an example, referenced in Harvard style (note that references are in alphabetical order):
An effective response to a racist act by someone you want to maintain a relationship with can be to
express your emotional response to the racism (Nelson, Dunn & Paradies 2011; Plous 2000; Western
Sydney University n.d.).

The psycho-logical approach

You have just learnt about one way to work to reduce prejudice- bystander anti-racism. This next
section discusses one other approach the psychological approach.
As this section is related to Sub-topic 3, if you choose this sub-topic, you may refer to it in your
Learning Journal.

Lecture topic 7.7 mentions the ‘psycho-logical approach’ (Plous, 2000) to addressing prejudice. As
with any attitude, direct confrontation is more likely to cement a position rather than change it.
The psycho-logical approach has found to be effective at moderating prejudice (Lawson, McDonough
& Bodle, 2010)1.

How do we interact with a prejudiced person in a reasonable manner, taking a psycho-logical

approach, rather than a logical approach? A logical approach may win a debate, but it may not
change a person’s attitudes. A psycho-logical approach works at:
· Humanising the victims of prejudice
· Avoiding arguments that provoke reactivity
· Finding common ground and enlarging upon it
· Planting a seed rather than needing instant resolution
· Considering why the comment was made -- not just whether it's true
· Thinking about what has worked to change one's own mind, and using that approach
Have a look at the four strategies listed on page 199 of the article linked below.

1 Lawson, T. J., McDonough, T. A., & Bodle, J. H. (2010). Confronting prejudiced comments: Effectiveness
of a role-playing exercise. Teaching of Psychology, 37(4) 257-261.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 20
Do you think you could put these into practice? Why or why not?

Plous, S. (2000). Responding to overt displays of prejudice: A role-playing exercise. Teaching

Psychology, 27, (3), 198 – 200.
http://www.understandingprejudice.org/pdf/roleplay.pdf?logged=true

Understanding your own biases

Read the conversation article by Phillips
https://theconversation.com/ms-dhu-coronial-findings-show-importance-of-teaching-doctors-and-
nurses-about-unconscious-bias-60319

Read the following article

https://www.apa.org/monitor/2011/10/prejudice

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 21
Research suggests that reducing stereotyping and facilitating intergroup interaction is also about
making people realize that prejudice is not a fixed trait, that it's something that can be changed.
Do you have any behaviours or attitudes that you could reflect on to help you reduce your own
prejudice? Making a list here will be helpful for assignment 2.

Application to your social world

Refer to the Marking Sheet for Reflection (Learning Journal) 2 in Workbook 2. There is a criterion for
“Relevance to social world” which requires you to apply what you have learned to your social world.
Well-considered responses to this will include limitations of the application to your social world.

Pick one of the subtopics from this Workbook.

Pick an experience or real-life example that is relevant to the subtopic (it may be one that is shared
by the whole class). Explain how it is relevant to your social world.

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 22
 Think about what you have learnt about your own behaviours and attitudes in these sub-topics.
What might you write about for Learning Journal 2?

BEHV1021 Summer 2023 The Individual in Society Workbook 3 - Prejudice and Discrimination page 23