The Anti-Prejudice Consortium’s program, dubbed Power Over Prejudice (POP) summit, will be very effective in dealing with prejudice and hate, and violence that comes with them. It provides an excellent platform for creating the necessary awareness and teaching students how to bring about this much-desired change in the community. The students who attend interact with different speakers, carry out interactive exercises and group discussions and impart valuable lessons.
The POP is making some great strides in its attempts to deal with prejudice among students. However, it could be made more effective. This could be done by increasing the frequency of occurrences per year of the summit. It also allows more students to attend these summits and get first-hand insights on the subject matter. It would be more effective if more students participated in the program at the first phase rather than at the second phase. Direct interaction with speakers and other students from different schools might inspire a new way of looking at things concerning prejudice.
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There are not many ways that could be used to ascertain the effectiveness of such programs as POP. However, a proper way would be to employ implicit attitude tests to rate the level of prejudice on a personal basis (Barreto et al., 2010) . Trying to quantify people’s beliefs and behaviors and determining how they inform decisions. They help ascertain whether there are some positive changes in thinking, values, and overall attitudes.
Different critical measures may be used to check for the effectiveness of the program. Measuring the change in values, how the students perceive various subject matters, and understanding their prejudices (Hughes, 2016) . These are pretty valid measures that would give a true reflection of the impact of the program on the students. Implicit attitudes refer to a psychological response when a person's opinions or feelings on a particular matter do exist, but unconsciously. Students who learn about implicit attitudes go on to understand their prejudice and perceive POP differently.
References
Barreto, M., Ellemers, N., & Fiske, S. T. (2010). “What did you say, and who do you think you are?” How power differences affect emotional reactions to prejudice. Journal of Social Issues , 66 (3), 477-492. https://doi.org/10.1111/j.1540-4560.2010.01657.x
Hughes, C. (2016). A prejudice reduction framework for schools. Understanding Prejudice and Education , 195-220. https://doi.org/10.4324/9781315681672-16
