PSY 355 Project Two Template

Complete this template by replacing the bracketed text with the relevant information. 

Part One: Analyzing the Impact of Implicit Bias and Stereotype Threat on DEI

Develop a 2- to 3-paragraph summary for each of the following rubric criteria as they relate to the ability
to view others through a DEI lens.

1. Describe the socio-psychological implications of implicit bias on our ability to view others
through a DEI lens. Address the following in your response:
A. How can the assumptions we make about social groups unconsciously influence our
attitudes, language, and actions in subtle ways?
B. Given the shift from unconscious to conscious perception, describe how an implicit bias
could become an explicit bias.
C. Given the notion of bias as a learned construct, describe what you believe is the most
effective step that a person could take to unlearn bias.
People's assumptions about social groups unintentionally impact their actions, language, and attitudes
indirectly because they often trigger implicit bias. Individuals in groups usually follow the beliefs and
values that others in the group have subscribed to. Such views and behaviors are driven by the settings
in which an individual grew up, such as households, families, and educational institutions. Implicit bias
entails language, activities, and attitudes that utilize prejudice, racism, and stereotypes without
premeditated comprehension. Individuals usually adhere to certain social norms to suit particular
groups. Implicit bias can shift to explicit bias if an individual becomes aware and have sufficient
knowledge that the conviction they have is stereotype prejudiced opinion and decides to carry on with it
by either following or believing it.
Since bias is something that people usually learn, the most efficient means way that an individual can
utilize to unlearn bias is through listening to every element of a given situation and making decisions
based on the analysis of every detail. Processing one's thoughts without being influenced by beliefs and
opinions have a significant role in eliminating bias. Implicit bias can be eliminated as one adopts new
behaviors based on the formed practice, while explicit bias can be eliminated through education. People
should not base their opinions based on what they grow up seeing. However, one should base their
beliefs and views on comprehension and knowledge. By educating oneself, one has the opportunity to
understand their blind spots to be able to avoid harm. The initial step entails learning about one's
intuitive cognitive process that unknowingly impacts their decisions (Edgoose et al., 2019). The learning
involves various tactics such as institutionalizing fairness, learning to slow down, perspective-taking,
introspection, and mindfulness. By enhancing mindfulness, one increases their coping capacity and
adjusts biological reactions that impact habit formation, emotional regulation, and attention.
2. Describe the socio-psychological implications of stereotype threat on our ability to view others
through a DEI lens. Address the following in your response:
A. What are the factors that could place a person at risk of confirming a negative
stereotype about their own social group?
B. If your group suffers from a negative stereotype, what are the implications of this
judgment on psychosocial well-being?
C. Assuming that biases and stereotypes are defined by values, what are some useful
strategies for reducing stereotype threat?

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Stereotype threat entails communally institutionalized psychological threat, which results when an
individual does something or in a circumstance that leads to negative stereotyping of one's group.
Stereotype threats may include negative attitudes about a group of individuals or an individual.
Situational elements that can enhance stereotype threat include the significance of the stereotype to
the task, the thought that the job evaluates one's capability, and the complexity of the task. People
demonstrate more significant stereotypes on the task they want to do well and when they are related to
a stereotyped group. Such impacts become amplified when individuals anticipate discrimination based
on their association with a negatively stereotyped group. Repetitive encounters with stereotype threats
can create a vicious circle of loss of interest, poor performance, and diminished confidence in the areas
of achievement.
For a group that is affected by negative stereotypes, it can become evident in psychological welfare. It
can make the individual in the group feel less than a normal human and make the individuals hate for
any reason that leads to stereotypes (Gonzalez et al., 2019). For instance, after the 9/11 terrorist
activities, there was a negative stereotype towards the Muslim community that may have led individuals
who had Islam faith to hate their cultural and religious practices. People within the Muslim community
may also have endeavored to fit into society to conceal their association with the community.
Among the tactics of minimizing stereotypes, threats include trying to understand other people to
encourage diversity. Educating and having knowledge about the variations amongst individuals rather
than separating and judging social groups leasing to relationships and interactions that can terminate
the stereotype threat. People must hold honest discussions regarding stereotype threats, as openness
and honesty are vital for instigating change. People should begin by reflecting on their intrinsic biases,
acknowledging their existence, and correcting errors. The creation of safe spaces can be vital in allowing
difficult conversations and encouraging learners to deal with their faulty reasoning. Creating a bias-free
environment can also be critical in minimizing stereotype threats. Fostering a growth mindset is an
efficient solution for dealing with beliefs and thoughts of entrenched stereotypes. By learning that one
does not have a fixed potential, stereotype threats can be eliminated through dedication and continued
practice to enhance and modify the challenging areas. There should be an atmosphere that
acknowledges and tolerates mistakes as learning opportunities.
3. Describe how cultivating a growth mindset can help to reduce biased, stereotypical thinking and
promote DEI. Address the following in your response:
A. In what ways can a growth mindset help us to become aware of our implicit biases?
B. How can a growth mindset help us to reduce stereotypical thinking?
C. Assuming that people can be influenced to change their minds, what are some practical
strategies for shifting from a fixed mindset to a growth mindset?
A growth mindset entails the notion that an individual's talents and capabilities can be enhanced over
time. As individuals age, their views of the world and ideas change. Such change can be due to personal
interactions and events that occur in a person's life. Such occasions may help individuals comprehend
and become conscious of their implicit bias and allow them to decide how to deal with it. By developing
a growth mindset, one can educate themselves by listening, reading, and comprehending varying
perspectives. A growth mindset should help in eliminating one's colloquialisms through endeavoring to
establish an all-inclusive language. A growth mindset can assist in minimizing stereotypical thinking as an
individual can positively change their thinking. As people grow older, their education and thinking
change, making them more intelligent while making decisions. Such comprehension can enable an
individual to know when various things are stereotypical; thus, when they choose to carry on with
stereotypical practices and thoughts, they can be considered racists.
Tactics of moving from a fixed mindset to a growth mindset include being understanding and open-
minded. Understanding that all things in life may be diverse than what one knows can help shift to a

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growth mindset. People with a fixed mindset that want to foster a growth mindset must acknowledge
the neuroplasticity concept, which insists that both the mind and the brain structures are not fixed. One
should also value the process than the results by considering it as a learning opportunity and ensuring
that one learns as much as possible (Cooley & Larson, 2018). People with fixed mindsets can foster
growth by embracing and acknowledging their weaknesses to work on them. They should also nurture
their sense of purpose to rhyme with that of people with a growth mindset. Individuals also need to
adjust their vision of failure, perceiving a circumstance where they make a mistake or do not attain a
goal as a learning opportunity rather than a failure. People should also learn to view challenges as a
chance for self-improvement. They should be ready to deal with them regardless of whether they fail or
succeed, as it is always a learning opportunity.
Part Two: Responding to the Challenges of Instituting DEI

In a 2- to 3-paragraph summary, you will use the knowledge you have acquired pertaining to DEI,
coupled with theories of social psychology, to develop recommendations designed to encourage
members of your university system to adopt diversity, equity, and inclusivity as core values of
community well-being. Address the following rubric criteria in your recommendations:

1. Using one theory of social psychology to support your position, develop recommendations to
help the university system promote diversity.
2. Using one theory of social psychology to support your position, develop recommendations to
help the university system promote equity.
3. Using one theory of social psychology to support your position, develop recommendations to
help the university system promote inclusivity.
Behaviorism or behavioral learning theory suggests that behaviors are acquired by interacting with the
environment through conditioning (Clark, 2018). Behavioral learning theory can encourage the
university system to promote diversity by offering numerous opportunities for learners to gain
knowledge of various cultures. Since higher educational institutions have such measures put in place,
they should implement compulsory cultural interactions for college learners to ensure that every
student promotes a diverse college including those who do not contribute to the diversity efforts.
The equity theory suggests that individuals consider justice as the dissemination of incentives based on
an individual's contribution. The university can use the equity theory to promote equity by improving
the grading system. Numerous lecturers usually base their grades on their relationships and the
learners' participation. However, the lecturers should emphasize class participation and hours to ensure
that all students understand what is being taught rather than evaluating the students' character. Such
modifications could be vital as they would ensure that learners are ranked through the excellence of
their work rather than through relations.
Social inclusion theory indicates that social inclusion entails enhancing the conditions in which groups
and people contribute to society by improving the dignity, opportunity, and capacity of underprivileged
people. (The World Bank, n.d.). Inclusivity can be achieved by allowing learners to network with each
other in addition to group presentations and projects to establish relationships and friendships. In
contrast, such occasions are often during the first week of admission, and the institution then changes
the focus to assignments and school work. The university system should make inclusivity an essential
element in the institutions to ensure learners acquire personal interrelations. Rather than concentrating
on educating learners on ways of networking, the university system should aim at focusing on steps of
establishing a potent basis for positive relationships.

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 References

Clark, K. R. (2018). Learning theories: behaviorism. Radiologic technology, 90(2), 172-175.

Cooley, J. H., & Larson, S. (2018). Promoting a growth mindset in pharmacy educators and
students. Currents in Pharmacy Teaching and Learning, 10(6), 675-679.
Edgoose, J. Y., Quiogue, M., & Sidhar, K. (2019). How to identify, understand, and unlearn implicit bias in
patient care. Family practice management, 26(4), 29-33.
Gonzalez, P. A., Ashworth, L., & McKeen, J. (2019). The CIO stereotype: Content, bias, and impact. The
Journal of Strategic Information Systems, 28(1), 83-99.
The World Bank, n.d. Social Inclusion. [online] Available at:
<https://www.worldbank.org/en/topic/social-inclusion#1> [Accessed 22 September 2022].