The Impact of Implicit-Bias-Oriented Diversity Training on Police Officers' Beliefs, Motivations, and Actions.

U.S. police departments have attempted to address racial inequities in policing with diversity training. However, little research has evaluated whether these trainings are effective at changing officers' beliefs, motivations, and actions. To examine their efficacy, we tested a day-long implicit-bias-oriented diversity training designed to increase U.S. police officers' knowledge of biases, concerns about bias, and use of evidence-based strategies to mitigate bias (total N = 3,764). The training was immediately effective at increasing knowledge about bias, concerns about bias, and intentions to address bias, relative to baseline. However, the effects were fleeting. Although the training was linked to higher knowledge for at least 1 month, it was ineffective at durably increasing concerns or strategy use. These findings suggest that diversity trainings as they are currently practiced are unlikely to change police behavior. We conclude with theorizing about what organizations and training programs could do for greater impact.

Diversity Training Goals, Limitations, and Promise: A Review of the Multidisciplinary Literature.

In this review, we utilize a narrative approach to synthesize the multidisciplinary literature on diversity training. In examining hundreds of articles on the topic, we discovered that the literature is amorphous and complex and does not allow us to reach decisive conclusions regarding best practices in diversity training. We note that scholars of diversity training, when testing the efficacy of their approaches, too often use proxy measures for success that are far removed from the types of consequential outcomes that reflect the purported goals of such trainings. We suggest that the enthusiasm for, and monetary investment in, diversity training has outpaced the available evidence that such programs are effective in achieving their goals. We recommend that researchers and practitioners work together for future investigations to propel the science of diversity training forward. We conclude with a roadmap for how to create a more rigorous and relevant science of diversity training.

Training Psychology and Psychiatry Diversity Dialogue Facilitators.

This article describes a Diversity Dialogue Facilitator Training Program for Trainees, an innovative project that prepares psychology and psychiatry learners to facilitate diversity dialogues with healthcare professionals (i.e., clinical and research faculty, staff, and learners) in academic healthcare settings. Through participating in this program, trainees learn to facilitate discussions in which participants reflect upon oppression, discrimination, and disparities; explore their biases; connect and exchange views with colleagues regarding challenging societal events; and delineate action steps for advancing equity, inclusion, social responsivity, and justice in their professional and personal lives. After outlining contextual factors that informed project development, implementation, and dissemination, the iterative process of creating and implementing the training curriculum is detailed, with the aim of offering a model for other academic health center-based training programs interested in establishing a similar initiative. Lessons learned also are shared with the hope of contributing to future efforts to advance training in diversity dialogue facilitation and expand the role of psychologists in medical settings.

Improving the wellbeing of LGBTQ+ employees: Do workplace diversity training and ally networks make a difference?

Despite growing recognition that lesbian, gay, bisexual, trans, queer, and other minority (LGBTQ+) employees have lower levels of workplace wellbeing than cis-gender heterosexual employees, few studies have examined how different workplace interventions may mitigate these disparities. This study provides first-time evidence of associations between LGBTQ+ employee wellbeing and two types of initiatives that have received substantial public attention and employer uptake: workplace gender and sexuality diversity training and ally (or employee) networks. To accomplish this, the analyses leverage Australian data from a unique, national employer-employee survey of workplace inclusion (2020 Australian Workplace Equality Index Employee Survey; n = 31,277). These data were used to derive individual- as well as organizational-level measures of diversity training and ally behaviors, and to estimate their associations with a multidimensional index of LGBTQ+ employee wellbeing using fully adjusted random-intercept multilevel regression models. The results indicated that all individual- and organizational-level measures of workplace diversity training and ally behaviors exhibited positive, large, and statistically significant associations with the LGBTQ+ employee wellbeing index, controlling for an extensive set of confounds and organization-specific random effects. These findings have significant implications for health policy and practice. Specifically, they indicate that diversity training and ally networks may improve wellbeing amongst LGBTQ+ employees. This suggests that employer investments in diversity training and ally networks are effective interventions to enhance workplace culture, employee productivity and intergroup relations.

Prejudice Reduction: Progress and Challenges.

The past decade has seen rapid growth in research that evaluates methods for reducing prejudice. This essay reviews 418 experiments reported in 309 manuscripts from 2007 to 2019 to assess which approaches work best and why. Our quantitative assessment uses meta-analysis to estimate average effects. Our qualitative assessment calls attention to landmark studies that are noteworthy for sustained interventions, imaginative measurement, and transparency. However, 76% of all studies evaluate light touch interventions, the long-term impact of which remains unclear. The modal intervention uses mentalizing as a salve for prejudice. Although these studies report optimistic conclusions, we identify troubling indications of publication bias that may exaggerate effects. Furthermore, landmark studies often find limited effects, which suggests the need for further theoretical innovation or synergies with other kinds of psychological or structural interventions. We conclude that much research effort is theoretically and empirically ill-suited to provide actionable, evidence-based recommendations for reducing prejudice.

The mixed effects of online diversity training.

We present results from a large (n = 3,016) field experiment at a global organization testing whether a brief science-based online diversity training can change attitudes and behaviors toward women in the workplace. Our preregistered field experiment included an active placebo control and measured participants' attitudes and real workplace decisions up to 20 weeks postintervention. Among groups whose average untreated attitudes-whereas still supportive of women-were relatively less supportive of women than other groups, our diversity training successfully produced attitude change but not behavior change. On the other hand, our diversity training successfully generated some behavior change among groups whose average untreated attitudes were already strongly supportive of women before training. This paper extends our knowledge about the pathways to attitude and behavior change in the context of bias reduction. However, the results suggest that the one-off diversity trainings that are commonplace in organizations are unlikely to be stand-alone solutions for promoting equality in the workplace, particularly given their limited efficacy among those groups whose behaviors policymakers are most eager to influence.

A survey of implicit bias training in physician assistant and nurse practitioner postgraduate fellowship/residency programs.

BACKGROUND: There has been renewed focus on advancing inclusivity within organized medicine to reduce health disparities and achieve health equity by addressing the deleterious effects of implicit bias in healthcare and clinical outcomes. It is well documented that negative implicit attitudes and stereotypes perpetuate inequity in healthcare. The aim of this study is to investigate implicit bias training in postgraduate physician assistant (PA) and nurse practitioner (NP) education; describe delivery of content to trainees; and detail program directors' attitudes toward this type of training. Although there is research examining implicit bias training in physician residency education, there are no published studies on implicit bias training in postgraduate PA and NP postgraduate residency/fellowship programs. METHOD: A non-experimental, descriptive study was designed to obtain information via survey from members of the Association of Postgraduate Physician Assistant Programs (APPAP). RESULTS: The response rate was 41%. The majority of respondents (76%) felt that PA and NP postgraduate programs should include implicit bias instruction. Educational strategies used by PA and joint PA/NP postgraduate programs or their sponsoring institution to deliver implicit bias content to trainees include: implicit bias training modules (50%), facilitated group discussions (36%), invited speaker on implicit bias (33%), case studies on implicit bias (16%), and implicit association test (10%); however, 30% of postgraduate programs do not provide implicit bias training to PA and/or NP trainees. Barriers to implementing implicit bias training expressed by some postgraduate programs include: uncertainty in how to incorporate implicit bias training (16%); lack of strategic alignment with training program or sponsoring institution (13%); time constraints (10%); financial constraints (6%); lack of access to content experts (6%); and unfamiliarity with evidence supporting implicit bias training (6%). CONCLUSION: The present study sheds some light on the current state of implicit bias training in PA and joint PA/NP postgraduate residency/fellowship programs. While the majority of programs offer some sort of implicit bias training, there is a need to standardize this training in PA and joint PA/NP postgraduate education curricula using an actionable framework.

Zigler's conceptualization of diversity: Implications for the early childhood development workforce.

The United States is entering a pivotal period in history, led by extraordinary shifts in the demographic makeup of children who are in need of medical, educational, and developmental services. For the first time in this country's history, the majority of children are being born to non-white populations. Simultaneously, racism (personal, institutional, and systemic) is now being recognized as a powerful social determinant of children's mental and physical health by the time they enter kindergarten. It is crucial to evaluate how early childhood development (ECD) settings are prepared to authentically engage racially diverse children. In this paper, we critically analyze the narratives of the architect of Head Start, Dr. Edward Zigler, and investigate his evolving contributions to early childhood programming. We propose that Zigler's conceptualization of culture and its impact on children's development, although advanced for his time, had historical limitations that have perpetuated the personal, institutional, and systemic racism that children of color experience in early childhood settings. This paper concludes with suggestions to include topics covering implicit bias, white privilege, and the impact of slavery, colonization, and oppression as core principles in professional training. Only then will we be able to eliminate racism across early childhood settings in the United States.

Fostering diversity work as a process of lifelong learning: A partnership case study with an immigrant services organisation.

Diversity work is an area of growing interest for organisations in both the private and public sectors. In a nutshell, the term refers to the work conducted within an organisation that promotes inclusive and equitable engagement with people and communities across social differences such as gender, race, ethnicity, sexuality and religion. Related research has generated relatively more knowledge about the challenges and problems of diversity initiatives than about effective practices that genuinely foster social equity and inclusion. This article contributes to the latter with a partnership case study involving the United Chinese Community Enrichment Services Society (S.U.C.C.E.S.S.), a large non-profit immigrant services organisation headquartered in Vancouver, Canada. Specifically, the study presented here focuses on the organisational practices that are constitutive of frontline workers' engagement with diversity work and learning. It shows that (1) building a diverse and inclusive organisation, (2) supporting continuous learning opportunities at work, and (3) providing diversity training, both directive and generative, form the organisation's diversity "curriculum". This study also demonstrates that the strength of this workplace curriculum is that it has the potential to challenge the boundary between instrumentalism (harnessing diversity work to business success) and equity activism (prioritising diversity work in its own right), and that it creates space for collective reflection in the presence of others. Conceptually drawing on the practice turn in social sciences, particularly Steven Billet and Jennifer Newton's learning practice, and what David Boud terms "the reflective turn", this article positions diversity work as a reflective and iterative process of lifelong learning for both organisations and individual workers.

Encourager le travail de diversité en tant que processus d'apprentissage tout au long de la vie : étude de cas en partenariat avec une organisation de services aux immigrants ­ Le travail de diversité (diversity work en anglais) est un domaine qui suscite un intérêt croissant tant dans le secteur privé que dans le secteur public. Pour faire court, cette expression renvoie au travail mené au sein d'une organisation qui promeut un engagement inclusif et équitable auprès de personnes et de communautés en dépassant les différences sociales comme le genre, la race, l'ethnicité, la sexualité et la religion. Les recherches liées à cela ont produit relativement plus de connaissances concernant les défis et problèmes des projets sur la diversité que sur les pratiques efficaces qui favorisent réellement l'équité sociale et l'inclusion. Cet article contribue à ces dernières en présentant une étude de cas en partenariat avec la United Chinese Community Enrichment Services Society (S.U.C.C.E.S.S.), grande organisation à but non lucratif de services aux immigrants, dont le siège se situe au Canada, à Vancouver. L'étude présentée ici est axée en particulier sur les pratiques organisationnelles constitutives de l'engagement des travailleurs sur le terrain en matière du travail de diversité et d'apprentissage. Elle montre que (1) créer une organisation diverse et inclusive, (2) soutenir des possibilités d'apprentissage continu au travail et (3) proposer une formation à la diversité, tant directive que générative, façonne le « curriculum ¼ de l'organisation en matière de diversité. Cette étude démontre également que la puissance de ce curriculum sur le lieu de travail réside dans ses possibilités de repousser les limites entre l'instrumentalisme (qui exploite le travail de diversité pour la réussite de l'entreprise) et l'activisme en matière d'équité (qui priorise le travail de diversité à part entière). S'appuyant sur le plan conceptuel sur le tournant pratique dans les sciences sociales (practice turn en anglais), notamment sur la pratique de l'apprentissage de Steven Billet et Jennifer Newton, et sur ce que David Boud appelle « le tournant réflexif ¼ (the reflexive turn), cet article positionne le travail de diversité en tant que processus réflexif et itératif d'apprentissage tout au long de la vie, tant pour les organisations que pour les travailleurs individuels.

A brief diversity training: Raising awareness of ingroup privilege to improve attitudes towards disadvantaged outgroups.

Diversity training is a popular strategy to reduce prejudice within educational settings. However, in practice, diversity training rarely relies on social-psychological theory, and research on its effectiveness in real-world settings is scarce. Previous research regarding diversity training has particularly neglected an important theoretical concept: privilege as the counterpart of discrimination. Therefore, we developed a diversity training aiming to increase awareness of ingroup privilege, using an intersectional approach to teach participants the complex interaction between privilege and oppression. We randomly allocated students of educational science (N = 112) to a repeated-measures (pre-test, post-test, follow-up) control-group design. Compared with the control group, training participants showed a significant increase in awareness of ingroup privilege 1 week after the training, whereas there was no change in awareness of discrimination. Furthermore, increased awareness of ingroup privilege 1 week after the training mediated improved outgroup attitudes (i.e., more positive outgroup feelings towards immigrants and refugees, reduced subtle prejudice towards immigrants and reduced homonegativity) 2 weeks after the training.

The challenge of cultural competence in the workplace: perspectives of healthcare providers.

BACKGROUND: Cross-cultural educational initiatives for professionals are now commonplace across a variety of sectors including health care. A growing number of studies have attempted to explore the utility of such initiatives on workplace behaviors and client outcomes. Yet few studies have explored how professionals perceive cross-cultural educational models (e.g., cultural awareness, cultural competence) and the extent to which they (and their organizations) execute the principles in practice. In response, this study aimed to explore the general perspectives of health care professionals on culturally competent care, their experiences working with multi-cultural patients, their own levels of cultural competence and the extent to which they believe their workplaces address cross-cultural challenges. METHODS: The perspectives and experiences of a sample of 56 health care professionals across several health care systems from a Mid-Western state in the United States were sourced via a 19-item questionnaire. The questionnaire comprised both open-ended questions and multiple choice items. Percentages across participant responses were calculated for multiple choice items. A thematic analysis of open-ended responses was undertaken to identify dominant themes. RESULTS: Participants largely expressed confidence in their ability to meet the needs of multi-cultural clientele despite almost half the sample not having undergone formal cross-cultural training. The majority of the sample appeared to view cross-cultural education from a 'cultural awareness' perspective - effective cross-cultural care was often defined in terms of possessing useful cultural knowledge (e.g., norms and customs) and facilitating communication (the use of interpreters); in other words, from an immediate practical standpoint. The principles of systemic cross-cultural approaches (e.g., cultural competence, cultural safety) such as a recognition of racism, power imbalances, entrenched majority culture biases and the need for self-reflexivity (awareness of one's own prejudices) were scarcely acknowledged by study participants. CONCLUSIONS: Findings indicate a need for interventions that acknowledge the value of cultural awareness-based approaches, while also exploring the utility of more comprehensive cultural competence and safety approaches.

Disability Diversity Training in the Workplace: Systematic Review and Future Directions.

Purpose Misinformation and negative attitudes toward disability contribute to lower employment rates among people with disabilities. Diversity training is an intervention intended to improve intergroup relations and reduce prejudice. We conducted a systematic review to determine the use and effectiveness of disability diversity training aimed at improving employment outcomes for employees with disabilities. Methods Five databases were searched for peer-reviewed studies of disability diversity training interventions provided within the workplace. Studies identified for inclusion were assessed for quality of methodology. Results Of the total of 1322 articles identified by the search, three studies met the criteria for inclusion. Two of the three articles focused specifically on training to improve outcomes related to workplace injuries among existing employees. The other study provided an initial test of a more general disability diversity training program. Conclusions There is currently a lack of empirically validated diversity training programs that focus specifically on disability. A number of disability diversity trainings and resources exist, but none have been well researched. Related literature on diversity training and disability awareness suggests the possibility for enhancing diversity training practices through training design, content, participant, and outcomes considerations. By integrating best practices in workplace diversity training with existing disability training resources, practitioners and researchers may be able to design effective disability diversity training programs.

Lessons learned from implementing a diversity, equity, and inclusion curriculum for health research professionals at a large academic research institution.

Objective: Despite advances in incorporating diversity and structural competency into medical education curriculum, there is limited curriculum for public health research professionals. We developed and implemented a four-part diversity, equity, and inclusion (DEI) training series tailored for academic health research professionals to increase foundational knowledge of core diversity concepts and improve skills. Methods: We analyzed close- and open-ended attendee survey data to evaluate within- and between-session changes in DEI knowledge and perceived skills. Results: Over the four sessions, workshop attendance ranged from 45 to 82 attendees from our 250-person academic department and represented a mix of staff (64%), faculty (25%), and trainees (11%). Most identified as female (74%), 28% as a member of an underrepresented racial and ethnic minority (URM) group, and 17% as LGBTQI. During all four sessions, attendees increased their level of DEI knowledge, and within sessions two through four, attendees' perception of DEI skills increased. We observed increased situational DEI awareness as higher proportions of attendees noted disparities in mentoring and opportunities for advancement/promotion. An increase in a perceived lack of DEI in the workplace as a problem was observed; but only statistically significant among URM attendees. Discussion: Developing applied curricula yielded measurable improvements in knowledge and skills for a diverse health research department of faculty, staff, and students. Nesting this training within a more extensive program of departmental activities to improve climate and address systematic exclusion likely contributed to the series' success. Additional research is underway to understand the series' longer-term impact on applying skills for behavior change.

Motivation Science Can Improve Diversity, Equity, and Inclusion (DEI) Trainings.

Recent reviews of efforts to reduce prejudice and increase diversity, equity, and inclusion (DEI) in the workplace have converged on the conclusion that prejudice is resistant to change and that merely raising awareness of the problem is not enough. There is growing recognition that DEI efforts may fall short because they do not effectively motivate attitudinal and behavioral change, especially the type of change that translates to reducing disparities. Lasting change requires sustained effort and commitment, yet insights from motivation science about how to inspire this are missing from the scientific and practitioner literatures on DEI trainings. Herein, we leverage evidence from two complementary approaches to motivating change and reducing defensiveness: self-determination theory, a metatheory of human motivation, and motivational interviewing, a clinical approach for behavior change, to tackle the question of how to improve DEI efforts. We distill these insights for researchers, teachers, practitioners, and leaders wanting to apply motivational principles to their own DEI work. We highlight challenges of using this approach and recommend training takes place alongside larger structural and organizational changes. We conclude that motivation is a necessary (but insufficient) ingredient for effective DEI efforts that can energize personal commitment to DEI.

Challenges and Opportunities for Implementing Diversity Competence in a Medical Education Curriculum: A Qualitative Study of Perceptions Among Students and Teachers.

OBJECTIVES: Medical education is under continuous pressure to introduce new curriculum content to ensure that physicians possess the competences that the population needs. Diversity competence (DC) is a relatively new area within medicine, challenging the existing curriculum. Frameworks and guidelines have been developed to provide support and assistance to educators in integrating DC into medical programs. However, integrating DC into curriculum has proven difficult and is therefore still not included in many European medical programs. The purpose of the study is therefore to identify the challenges and opportunities for implementing DC including a focus on migrant and ethnic minorities in a medical education program. METHODS: From November 2-20, 2020, focus group discussions with medical students, junior physicians and course leaders were conducted. The participants were recruited via Facebook, newsletters, and emails. Two interview guides were developed and used as guidance for topics to be discussed. The focus group discussions were conducted partly physically and partly digitally. The interviews were transcribed and were analyzed using thematic analysis. RESULTS: Three main challenges and opportunities were identified across the focus groups. Challenges: (i) a disparaging discourse about humanistic and social disciplines within the curriculum, (ii) limited levels of DC among teachers, and (iii) need for institutional support. Opportunities: (i) a clear interest in strengthening teachers' DC levels, (ii) incentives for improving the image of humanistic and social medicine, and (iii) relevant courses for implementing DC. CONCLUSION: Our results showed that action in this area is needed. The themes identified indicated that there are within the curriculum many opportunities to implement DC, but they also illuminated the challenges. The results suggested both a need for focusing on individual competences for medical teachers and students, and also for organizational change and support in favor of DC training.

A Hybrid Type III Analysis of a Filmed Story-Telling Intervention's Impact on Provider Stigma.

Identity Development Evolution and Sharing (IDEAS) reduces provider stigma, but few have been trained to implement IDEAS, highlighting a need for implementation strategies that facilitate uptake. We evaluated whether external facilitation successfully supported IDEAS implementation and whether IDEAS reduced provider stigma within and across sites irrespective of implementation barriers and facilitators. Key informants from 10 sites completed interviews and surveys of appropriateness, acceptability, and feasibility. Interviews were analyzed using the Consolidated Framework for Implementation Research guidelines. Intervention effectiveness was measured via paired t tests of pre-/post-quantitative data on provider stigma completed by practitioners who attended the training. Ten sites successfully implemented IDEAS via external facilitation; 58 practitioners from nine sites completed pre- and post-surveys. Data showed significant decreases in stigma after the intervention. IDEAS, supported by external facilitation, is a feasible, acceptable, and appropriate means of reducing stigma among occupational therapy practitioners.

External Facilitation Supports the Successful Use of "Identity Development Evolution and Sharing" (IDEAS)­An Intervention That Effectively Reduces Harmful Biases Among Occupational TherapistsThis study is important for clinical managers and other change agents wishing to address provider biases in healthcare settings. The study expands an existing program for reducing healthcare provider bias called "Identity Development Evolution and Sharing" or "IDEAS." IDEAS is a program created by an occupational therapist who sought to improve healthcare experiences for those who have been harmed by implicit biases among healthcare providers. IDEAS involves watching filmed stories of people who have been harmed by stigma within healthcare and then having a reflective discussion about the film, creating a safe space in which providers can evaluate their biases and consider ways in which they might make positive changes. This study is important for managers and other change agents because it highlights characteristics of organizations that can both support and hinder the use of IDEAS in clinical settings. These factors can be taken into consideration prior to using an intervention such as IDEAS to support the degree to which an organization succeeds at implementing the program. This study also explains how the creator of IDEAS provides external support to facilitate staff in leading an IDEAS intervention. In addition, this study will be of interest to implementation scholars and/or people who would like to learn more about methods for measuring barriers and facilitators to integrating new programs in clinical settings.

Why Antibias Interventions (Need Not) Fail.

There is a critical disconnect between scientific knowledge about the nature of bias and how this knowledge gets translated into organizational debiasing efforts. Conceptual confusion around what implicit bias is contributes to misunderstanding. Bridging these gaps is the key to understanding when and why antibias interventions will succeed or fail. Notably, there are multiple distinct pathways to biased behavior, each of which requires different types of interventions. To bridge the gap between public understanding and psychological research, we introduce a visual typology of bias that summarizes the process by which group-relevant cognitions are expressed as biased behavior. Our typology spotlights cognitive, motivational, and situational variables that affect the expression and inhibition of biases while aiming to reduce the ambiguity of what constitutes implicit bias. We also address how norms modulate how biases unfold and are perceived by targets. Using this typology as a framework, we identify theoretically distinct entry points for antibias interventions. A key insight is that changing associations, increasing motivation, raising awareness, and changing norms are distinct goals that require different types of interventions targeting individual, interpersonal, and institutional structures. We close with recommendations for antibias training grounded in the science of prejudice and stereotyping.

Development of a cultural competency curriculum.

There has been increased focus on health disparities and how to address them (Baciu et al., 2017; National Institutes of Health, 2021; Williams et al., 2021). Greater integration of social determinants of health (SDoH) education into undergraduate medical education has been identified as one possible intervention (Mangold et al., 2019; Doobay-Persaud et al., 2019; Lewis et al., 2020). The Liaison Committee on Medical Education places this education among its accreditation requirements (Mangold et al., 2019); however, no consensus exists on the most effective programming for training culturally competent physicians. This paper describes the development, implementation, and reception of one such program; a combined two-week Diversity Retreat and Washington University Medical Plunge at Washington University School of Medicine in St. Louis. This program exposed students to the historical, social, and cultural context of health disparities in the city and challenged them to recognize their own biases. Survey data showed that the program was well received and increased learners' subjective understandings of SDoH, the background of St. Louis, and patient-centered care. Learners also identified separation of SDoH material from other aspects of the curriculum and limited reinforcement of SDoH as areas for improvement. In 2020, the program was expanded and integrated into the broader curriculum. Here, we present WUMP, an example of one approach to SDoH training for medical students that was grounded in the local political and social context of St. Louis and prepared students to learn, train, and practice within that context.

Diversity Training With Robots: Perspective-Taking Backfires, While Sterotype-Suppression Decreases Negative Attitudes Towards Robots.

The present research investigated the effects of a diversity training intervention on robot-related attitudes to test whether this could help to manage the diversity inherent in hybrid human-robot teams in the work context. Previous research in the human-human context has shown that stereotypes and prejudice, i.e., negative attitudes, may impair productivity and job satisfaction in teams high in diversity (e.g., regarding age, gender, or ethnicity). Relatedly, in hybrid human-robot teams, robots likely represent an "outgroup" to their human co-workers. The latter may have stereotypes towards robots and may hold negative attitudes towards them. Both aspects might have detrimental effects on subjective and objective performance in human-robot interactions (HRI). In an experiment, we tested the effect of an economic and easy to apply diversity training intervention for use in the work context: The so-called enlightenment approach. This approach utilizes perspective-taking to reduce prejudice and discrimination in human-human contexts. We adapted this intervention to the HRI context and explored its impact on participants' implicit and explicit robot-related attitudes. However, contrary to our predictions, taking the perspective of a robot resulted in more negative robot-related attitudes, whereas actively suppressing stereotypes about social robots and their characteristics produced positive effects on robot attitudes. Therefore, we recommend considering potential pre-existing aversions against taking the perspective of a robot when designing interventions to improve human-robot collaboration at the workplace. Instead, it might be useful to provide information about existing stereotypes and their consequences, thereby making people aware of their potential biases against social robots.