This article challenges the simplicity of Allport's contact reduces prejudice hypothesis by emphasizing the importance of addressing previously learned cultural beliefs and attitudes as a possible factor in prejudice development and reduction. These cultural beliefs and attitudes were studied through classroom assignments where this type of learning can be explored. Data were collected from students in a graduate cross-cultural course after students' completion of a cultural self-assessment paper and a paper based on interviewing an ethnic family. These data revealed that, through a process of cultural self-knowledge development and later contact with an ethnic family, prejudice awareness appeared to occur, which has the potential to reduce prejudice.

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