The following is an excerpt of the intervention methodology. For more information, please see the full text of the article on the publisher's website or through your institution's library.

Study 1

Participants. Eighty Caucasian American undergraduate students participated in exchange for course credit. [...] The final sample included 72 students (37 women; mean age = 19.18 years, SE = 1.02).

Materials and procedure. The experimenter informed participants that they would be participating in two unrelated research projects: the first would assess their perception, and the second would investigate their beliefs and attitudes toward other people. The multicultural experience manipulations were introduced during the first project. The stereotype measure was assessed as part of the second project. [...]

Multicultural experience manipulation. We randomly assigned participants to one of three conditions: American culture only, American–Chinese culture, or a control group, which viewed a presentation of geometrical figures. [...] The experimental manipulations [...] included a 20-min multimedia PowerPoint presentation with pictures, music, and movie trailers that depicted different aspects of either American culture, Chinese culture, or American and Chinese cultures [...] To reinforce participants’ experience, they were also asked to write a 5-min essay describing their impressions from the presentation.

Manipulation check. To ensure that relative to the other conditions, the multicultural exposure manipulation was effective in eliciting thought of both American and Chinese cultures, participants were asked at the end of the second study to think about the video and describe the extent to which they thought about the following items as they were viewing the presentation: (1) the differences between American culture and Chinese culture and (2) similarities between the American culture and Chinese culture. Participants rated their responses on a scale ranging from 1[...] to 5 [...] participants were also asked to indicate the extent to which they thought about (1) learning from American culture and (2) learning more about American culture [...]

Study 2

Participants. Seventy-nine Caucasian Americans from an East-Coast university participated in the study [...] The final sample included 75 students (35 women; mean age = 26.78 years, SD = 12.17).

Materials and procedure.

Multicultural experience manipulation. Using the same materials as in Study 1, participants were randomly assigned to American–Chinese culture condition or American-only culture condition. [...] we also asked all participants to write a 10-min essay describing their impressions from the presentation. After completing this assignment, we asked participants to assume the role of a Vice President of Sales in a company and to select the best candidate for a Sales Manager position out of a series of candidates. Participants were given a description of the responsibilities entailed in the job and were told the person hired would report directly to them and that he would be heavily responsible for the growth and profitability of the participant’s division. They were provided with six resumes of potential hires to rate: three with White-sounding names and three with AfricanAmerican-sounding names. Only one of each trio of resumes demonstrated high qualifications in the applicant. [...]

Resume construction. [...] Therefore, it was important that the resumes be constructed in a way that high-quality resumes would be judged more positively than the lowquality resumes but that they would not be unequivocally qualified. [...] Each of the 12 resumes included background on the applicant’s labor market experience, career profile, work achievements, and undergraduate degree. Low-quality resumes included gaps in employment history. [...]

Rating the applicants. After reading each resume, participants were asked to indicate to what extent the candidate would be a good choice for Sales Manager for their company on a scale from 0 to 100 (Overall Evaluation). Participants rated the resumes one by one. To preclude the possibility of a demand effect, once participants moved on to the next resume they could not go back to change the scores they had given to the previous resumes. [...]

Hiring decision. After participants finished rating all six resumes, they were asked to rank the six candidates and to circle the name of the one candidate they thought would make the best Sales Manager. The top candidate selected formed our measure for hiring decision.

Study 3

Participants. Eighty-Seven Israeli undergraduate students (39 women; mean age = 23.20 years, SD = 3.15) participated in exchange for course credit.

Materials and procedure. We invited students to participate in two unrelated research projects conducted online. They were told the first study was intended to explore the memory and recall of experiences and that the second study would investigate attitudes and problem solving abilities. We introduced the multicultural experience manipulations during the first project and administered the NFCC measure as part of the second project. [...]

Multicultural experience manipulation. In this experiment, we manipulated multicultural experience by asking participants to recall and write about a personal experience. [...] We randomly assigned participants to one of three essay conditions: multicultural essay, Israeli essay, and beach essay. In the multicultural essay condition, participants were asked to write about an experience in which they were exposed to a culture other than Israeli culture. [...] In the Israeli essay condition, participants were asked to write about an experience in which they were exposed to Israeli culture. [...] In the beach essay condition, participants were asked to write about the last time they went to the beach. They were told they could, for example, think about what they saw. All participants were asked to relive the experience again in their imagination. [...] Participants were asked to write at least 2–3 paragraphs and to devote at least 10 min to this task.

Task equivalence across conditions. To ensure that participants experienced the essay-writing task similarly across conditions, after the task was completed, we asked them to indicate (1) how hard was the task on a scale ranging from 1 (very difficult) to 5 (very easy), (2) how much effort they put into the task on a scale ranging from 1 (very little effort) to 5 (a lot of effort), and (3) how much they liked the task on a scale ranging from 1 (did not like it at all) to 5 (liked it very much). They also rated how happy they felt on a scale ranging from 1 (not happy at all) to 5 (very happy). [...]

Manipulation check. A “blind” coder read each essay and coded whether participants described experiences about personal encounters in which (1) no culture was discussed, (2) only Israeli culture was discussed, (3) Israeli culture and at least one other culture were discussed, or (4) only cultures other than Israeli culture were discussed.

Study 4

Participants. Eighty-nine Israeli undergraduate students participated in the study in exchange for course credit (42 women; mean age = 23.43 years, SD = 1.68).

Materials and procedure. Participants were asked to fill out a battery of questionnaires including the measures described below. [...]

Multicultural experience measure. Multicultural experience was assessed using the Multicultural Experience Survey [...] To assess degree of stereotype endorsement, we relied on the same measure used in Study 1, except that rather than only focusing on the degree of endorsement of negative stereotypes, we also included positive stereotypes for each group. [...] For the homosexual group, participants were asked to rate their agreement with eight stereotypes [...] For the native Israeli (Sabras) group, participants were asked to rate their agreement with 12 stereotypes [...] All items were rated on a scale ranging from 1 (not at all true) to 5 (extremely true).

Study 5

Participants. Sixty-nine Caucasian American undergraduate students participated in the study for course credit (55 women; mean age = 19.03 years, SD = 1.33).

Materials and procedure.

Multicultural experience measure. Multicultural experiences were measured and coded using the same scale described in Study 4. [...]

Images of Blacks as Social Construction Scale. We developed the Images of Blacks as Social Construction Scale specifically for the current research. We presented participants with a list of 13 beliefs that Caucasian Americans have of African Americans. The list included the negative stereotypes [...] as well as a set of positive stereotypes [...] They were then asked to think about these images of Blacks/ African Americans and indicate whether they (1) reflect the truth in the social reality (reversed coded); (2) are not true at all; (3) do not have any real basis; they are socially constructed; (4) would change, depending on the social situations; (5) are constructed by the ruling class to maintain existing social structure; (6) are used by the ruling class to oppress minority groups; and (7) are used by the ruling class to create animosity/hostility between racial groups. All items were rated on a scale ranging from 1 (strongly disagree) to 6 (strongly agree). [...]

Symbolic Racism Scale. We used the Symbolic Racism Scale to assess prejudice toward African Americans. [...]

Study 6

Participants. Eighty-six Israeli undergraduate students participated in exchange for course credit. [...] The final sample included 75 students (34 women; mean age = 23.57 years, SD = 2.47). [...]

Materials and procedure. Following the same procedure used in Study 3, we invited students to participate in two unrelated research projects conducted online. We introduced the multicultural experience manipulations during the first project and administered the NFCC and stereotype measure as part of the second project.

Multicultural experience manipulation. [...] To address these issues, we build off the essay question stems we used in Study 3 and randomly assigned participants to one of four essay conditions: multicultural essay, Israeli essay, foreign-culture essay, and travel abroad essay. In the multicultural essay condition, participants were asked to write about an experience in which they were exposed to a culture other than Israeli culture and to compare how similar or different was the foreign culture experience from what they are familiar with in Israeli culture. In the Israeli essay condition, participants were asked to write about an experience in which they were exposed to Israeli culture and to describe how they felt and what they thought about. In the foreign-culture essay condition, participants were asked to write about an experience in which they were exposed to a foreign culture and to describe how they felt and what they thought about. Finally, in the travel abroad essay condition, participants were asked to write about an experience in which they traveled abroad and to describe how they felt and what they thought about. All participants were asked to write at least 2–3 paragraphs and to devote at least 10 min to this task.

Task equivalence across conditions. To ensure that participants experienced the essay-writing task similarly across conditions, after the task was completed, we asked them to indicate (1) how much effort they put into the task on a scale ranging from 1 (very little effort) to 5 (a lot of effort), (2) how much they liked the task on a scale ranging from 1 (did not like it at all) to 5 (liked it very much), and (3) how happy they felt on a scale ranging from 1 (not happy at all) to 5 (very happy).

Endorsement of Ethiopian stereotypes. Participants were given a short four-item version of the Ethiopian stereotype measure used in Study 4 [...] The measure included both positive (e.g., gentle) and negative (e.g., submissive) stereotypes.

Additional measures. After filling out the NFCC scale and the stereotype measure, we also asked participants to fill out several additional measures to help address the issues of demand characteristics and right-wing ideology. [...] This measure is composed of two subscales: an internal motivation to respond without prejudice scale [...] and an external motivation to respond without prejudice scale [...] On all three measures, participants rated their responses on a scale ranging from 1 (strongly disagree) to 7 (strongly agree). In addition, we gave participants Altemeyer’s 30-item right-wing authoritarianism scale [...] Finally, to assess participants’ political conservatism, we asked participants to indicate their political orientation on (1) foreign policy issues, (2) economic issues, and (3) social policy issues [...] Participants rated their response on each of these three items on a scale ranging from 1 (very left-winged) to 7 (very right-winged).