Who, Me? Biased?

: Understanding Implicit Bias

Page 1:

Introduction

Why haven’t laws been enough to eliminate discrimination? After all, most Americans oppose explicit
discrimination based on race, nationality, gender, or religion. American ideals of equal opportunity are
enshrined in the U.S. Constitution and reinforced by laws like the Civil Rights Act and Title IX. Yet,
women and minorities continue to experience inequity in employment, political representation,
housing, law enforcement, and education. Why?

One part of the answer is implicit bias. In this lesson you’ll learn:

​ what implicit bias is,

​ how it influences your own thinking,
​ how it contributes to ongoing discrimination (even when we don’t intend it to), and
​ how its impact can be minimized.
Page 2:

What To Expect

The unit is constructed around three short videos that explain different facets, or features, of implicit
bias, including examples of creative research that demonstrate how implicit bias works and how
people can counteract its effects. You'll view each video and follow the instructions to:

​ take notes (in words, phrases, or complete sentences),

​ answer questions (using complete sentences),
​ complete surveys on your personal reflections, and/or
​ write a summary (in the form of a paragraph or two).

There are three main purposes of these assignments:

1. To help you understand the societal impact of implicit bias and remember what you've
learned.
2. To facilitate personal reflection on how implicit bias has influenced your life.
3. To provide you with a comprehensive set of notes to complete your final assignment, an
essay. You will synthesize facts you’ve learned with personal reflections to create an
evidence-based opinion piece, answering the question: What role does implicit bias play in
human relationships and what can be done about it?

Note: Learning about implicit bias can remind us of times when we have mistreated others or when
we have been treated unfairly. If you encounter moments that are disturbing, find people you can talk
to; classmates, family members, or your teacher would all be good choices.
Starting Point

Every person on the planet looks at the world through a lens made up of individual skills, beliefs, and
experiences. Some parts of the lens are shared with others, like the culture in which we live. Other
parts of the lens are unique to each individual, like specific childhood memories.

The more we understand how our lens influences what we think and do, the more we are able to

understand ourselves and others, and the better chance we have of sharpening our lenses so we can

see the world more clearly. Scholars refer to this sort of self-awareness as "metacognition"—thinking

about your thinking. People with excellent metacognitive skills routinely ask questions like:

​ What do I know and how do I know it?

​ What information sources do I rely on and why do I think that these sources are credible or
trustworthy?
​ When I look at media, my community, or the people around me, what do I notice and why do I
pay attention to those particular things while ignoring others?

This lesson is about developing a metacognitive awareness of the part of your “lens” related to the
way you see race and racism. This lens called "implicit bias." Your first task is to identify where you
are in your thinking about implicit bias.

Mark the place in each row with an X that indicates your current position.

I have no idea what implicit bias I know enough about implicit bias to teach
is. the concept to someone else.

Implicit bias does not affect my I believe my views on race are significantly
views on race in any way. shaped by implicit bias.

Learning about implicit bias is a I think it is very important for everyone to

waste of time. learn about implicit bias.
Page 4:

Peanut Butter, Jelly, and Racism

UNDERSTANDING THE BASICS

Watch this video (see ECHO agenda) to help you understand what people mean when they use the
term implicit bias. As you watch, think about how implicit bias is similar and different from overt
racism.

Then, write notes to answer the questions in the chart below. You do not need to use complete
sentences. (Click SAVE when you have finished. To see your saved or submitted work again, click
MY WORK at the top of the page.)

What is implicit bias?

What’s the difference

between implicit bias
and racism?

How did the video use

PB & J to explain
implicit bias?

What is blindspot
bias?

Anything else you

consider noteworthy
(or that you want to be
sure to remember?
Page 5:

Identifying Sources

Implicit bias is about embedded (but often invisible) ways of thinking that influence the way we
interact with others. Prof. Dolly Chugh suggests that this "fog" of cloaked associations comes from
sources such as media, news, conversations we hear at home, and our education.

Watch the video again, but this time, use the note-taking box to answer:

● What messages about race and racism have you absorbed from these sources?
● What other sources have influenced the associations you make related to race?
● How would you explain implicit bias to someone from a culture that does not eat peanut butter
& jelly?
Page 6:

Personal Reflection

The types of associations that we call implicit bias are powerful. For example, Prof. Shaun R. Harper
shares that he learned an association that equated black men and thugs, even though his own life as
a black man contradicted that association.

Fill in the chart with powerful associations you have absorbed from different sources. The
associations mentioned in the video have been provided for you, but you should add your own, which
may contradict those already filled in. Use the blank boxes at the bottom of the chart to describe
groups and associations that are important to you but were not mentioned here.

Group Associations (Stereotypes)

Black men Thugs, criminals

American White

Female Family

Poor Lazy

Disabled Week

Immigrant

Youth

Elderly
Page 7:

Check Our Bias to Wreck Our Bias

Watch this video (see ECHO agenda) to learn about how you can identify and change implicit bias.

After viewing, use the box to take notes and write brief answers to these questions:

1. What was the main thing you learned from this video?

2. What was your reaction to learning that, "Research shows that our racial biases are often
more about who we choose to help than who we don't. And we tend to help people who are
similar to us." What are some examples of this that you have seen or experienced in your
own life?
In depth question: Answer these questions in 2-3 paragraphs: If you are the one affected by
discrimination (like the fictional graduate students in Chugh's research), does it matter if it's the result
of implicit or explicit bias? Should public laws or policies be based on outcomes, or intent?
Page 8:

Check Your Bias to Wreck Your Bias

SELF AUDIT

Take the self-audit survey below to help you assess your own potential biases. Indicate your answer
with an X in the appropriate box.

0-25% 25-50% 50-75% 75-100%

What percentage of your close friends share your race or

ethnicity?

What percentage of your extended social network shares

your race or ethnicity?

What percentage of the information sources you rely on

most are created or owned by people who share your race
or ethnicity?

What percentage of heroes or protagonists in your favorite

films, shows, and games share your race or ethnicity?

What percentage of heroes or protagonists in your favorite

films, shoes, and games regularly share your gender
identity?

Page 9:

The Life-Changing Magic of Hanging Out

Watch this video (see ECHO agenda) for suggestions to overcome implicit racial bias. Use the box to
take notes on the video and answer one of the questions below of your choice:

1. What was Heather McGee's response to the caller? Do you think any of the actions she
suggests would work in your school or community? Why or why not? What other actions
could you take?
2. The video says that "spending significant time hanging out across racial lines is backed by
science as a way to start tackling bias." Why do you think students who roomed with a
person of another race had attitudes about race that were measurably different from
students who had same-race roomies?

3. The video concludes with Heather McGee’s statement that "your ability to just say, 'This is

what I have: I have these fears and prejudices and I want to get over them' is one of the

most powerful things that we can do right now at this moment in our history." Can you

describe a fear or prejudice you have that you'd like to overcome?