We explore the conditions under which people will opt in to reading information about bias and stereotypes, a key precursor to the types of self-directed learning that diversity and anti-bias advocates increasingly endorse. Across one meta-analysis (total N = 1,122; 7 studies, 5 pre-registered) and 2 pre-registered experiments (total N = 1,717), we identify a condition under which people opt in to reading more about implicit bias and stereotypes. People randomly assigned to read a growth, rather than fixed, mindset frame about bias opted in to read more information about stereotypes and implicit bias (Study 1 and Study 3). The mechanism that drove these effects was individuals' construal of the task as a challenge (Studies 2 and 3). Our findings offer insight into how to promote engagement with information about stereotypes and biases. We discuss how this work advances the study of mindsets and diversity science.
Keywords: Mindsets; bias; diversity; implicit bias.