Differentiating Biases from

Prejudices
Detecting an author’s bias and prejudice is
considered an important skill in critical
reading. Having the skill to determine
biases and prejudices will help you validate
or invalidate an author's claim. Moreover,
distinguishing the two from one another
may help you critically analyze situations
and make a stand in pressing concerns at
present.
 - a tendency to present or possess a partial viewpoint
BIAS - being in favor of or against a thing, person, group, or
stand compared to another, usually in a way not
considered fair
- one-sided perspective in the absence of neutral viewpoint
- to lean in a certain direction, either in favor of or against
something
- leaning favorably toward something or thinking
positively of it when used with the preposition
“TOWARD” (biased toward)
- leaning negatively against something or thinking poorly
of it when used with the preposition “AGAINST” (biased
against)
PREJUDICE
- an opinion formed before getting to know relevant
facts of a case or situation
- a favorable or usually unfavorable feeling or claim
toward a person, thing, or situation without an
actual experience as a basis
- a preconceived notion or assumption made about
someone or something prior to obtaining enough
knowledge to guarantee accuracy
 Example of Bias

• An employer is biased AGAINST women. He promoted a man over a more

deserving female candidate. (The employer has not been fair in his choice.)
• Someone is biased TOWARD her own religion. She thinks their beliefs and
practices are superior to any other religion. (She thinks most highly of her
religion and none other can surpass that.)
• There was a heated argument between two students in class. The class president
defended his bestfriend even though she’s at fault. The class president is biased
TOWARD his bestfriend. (The class president took his bestfriend’s side even
when she’s wrong.)
Example of Prejudice
 The citizens didn’t vote for a particular candidate who did not graduate
from high school because they think that the candidate is not capable of
leading them due to limited educational attainment. (Not being able to
finish education doesn’t mean a person cannot lead.)
 Prejudices against young people suggest that they are indifferent and
reckless. This can be used to underestimate or ignore them. (This is an
over-generalization. Young people can make wise decisions and
contribute in addressing societal issues.)
 Prejudice against older people with the notion that they are weak may
be used to deny them employment or abuse their rights. (Old age isn’t a
reason to deny old people their rights and ignore their capabilities.)
Final tips & takeaways
Consistent rehearsal • Seek feedback
• Strengthen your familiarity • Reflect on
Refine delivery style performance

• Pacing, tone, and emphasis • Explore new

techniques
Timing and transitions
• Aim for seamless, professional delivery • Set personal goals

Practice audience • Iterate and adapt

• Enlist colleagues to listen & provide feedback

Speaking engagement metrics
Impact factor Measurement Target Achieved

Audience interaction Percentage (%) 85 88

Knowledge retention Percentage (%) 75 80

Post-presentation surveys Average rating 4.2 4.5

Referral rate Percentage (%) 10 12

Collaboration
# of opportunities 8 10
opportunities
 Thank you

Brita Tamm

502-555-0152

brita@firstupconsultants.com

www.firstupconsultants.com