**Analysis Plan** We will employ the [same analysis plan as in Study 1][1], but with the following changes: 1) We will not conduct analyses that no longer apply (i.e., analyses involving whether or not a participant took a pretest, analyses involving social judgment items) 2) We will conduct all primary analyses with data collection site as a covariate. For direct comparison with Study 1 results, we will also conduct primary analyses without data collection site as a covariate. 3) As a secondary analysis, we will examine internal and external motivation to respond without prejudice as potential moderators of intervention effects. 4) As a secondary analysis, we will examine characteristics of data collection sites (e.g., location, size, racial composition of school) as potential moderators of intervention effects. 5) We will examine time between sessions as a potential moderator of intervention effects. **Deviations from Analysis Plan** We conducted the analyses as planned. However, we shifted our priorities in terms of what we reported. At the request of reviewers, we moved most of the Primary Analyses and C & D of the Secondary Analyses to the [Robustness Checks supplement][2].As suggested by reviewers, we also removed reporting of Question 5's corresponding analysis in the main text and supplement, as it was prone to misinterpretation. We also added many analyses, some of which were self-initiated and some of which were spurred by reviewer suggestions. These analyses analyses tapped into topics such as: - Aggregation of implicit preference data with Study 1 - Differential attrition analyses examining the role of pretest IAT scores - Differential attrition analyses related to IAT exclusions - The role of data collection site on explicit preferences - The role of participant race on intervention effectiveness - Analyses using listwise deletion instead of pairwise deletion - Interactions between internal and external motivations to respond without prejudice in predicting IAT scores - The relationship between site-level characteristics and IAT scores (i.e., geographic region of a university (e.g., Northeast, Southwest), whether the school was public/private, the size of the student population, the percentage of students at the university that were female, whether the study was conducted completely online or half in-lab and half online, the proportion of students that were Black, the proportion of students that were White). [1]: https://osf.io/zeupk/wiki/home/ [2]: https://osf.io/fzmrh/