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Exposing Biases

  1. This lesson introduces key concepts such as bias, stereotypes, and racism.
  2. This lesson will demonstrate the direct connection between positionality and bias.
  3. This lesson will engage students in conversation around their own experiences with racism and discrimination.

Teacher Resources

  1. Students will be able to identify and define implicit and explicit biases.
  2. Students will be able to identify their positionality and some of the biases and stereotypes they personally hold, specifically pertaining to their views of Ferguson. 
  3. Students will be better able to identify racism in their environments.

  • Bias: A tendency to believe that some people, ideas, etc., are better than others, which often results in treating some people unfairly
  • Explicit biases: (Intro activity) Attitudes and beliefs (positive or negative) that are consciously or deliberately held and expressed about a person or group
  • Implicit biases: Attitudes and beliefs (positive or negative) about other people, ideas, issues, or institutions that are held outside of our conscious awareness and control. They affect opinions and behavior. Even by those who choose to be objective, everyone holds implicit biases. We can become aware of our own implicit biases and try to combat them
  • Positionality: The social and political context that creates your identity in terms of race, class, gender, sexuality, and ability status. It describes how your identity influences, and potentially biases, your understanding of and outlook on the world
  • Discrimination: The unjust or prejudicial treatment of different categories of people or things, especially on the grounds of race, age, or sex
  • Racism: Prejudice, discrimination, or antagonism directed against a person or people on the basis of their membership of a particular racial or ethnic group
  • Stereotype: Preconceived idea that attributes certain characteristics to all the members of class or set. The term is often used with a negative connotation when referring to an oversimplified, exaggerated, or demeaning assumption

  1. Prior to this lesson, for homework have students take an implicit bias test of their own. https://implicit.harvard.edu/implicit/takeatest.html
  2. Introduction activity
    1. Pose this dilemma to the classroom:
      • “A father and son were involved in a car accident in which the father was killed and the son was seriously injured. The father was pronounced dead at the scene of the accident and his body was taken to a local morgue. The son was taken by ambulance to a nearby hospital and was immediately wheeled into an emergency operating room. A surgeon was called. Upon arrival and seeing the patient, the attending surgeon exclaimed “Oh my God, it’s my son!’ Can you explain this?”
      • Be clear to students who have already possibly done this exercise to stay quiet while other students discuss with their neighbor or answer as a class.
      • This activity shows the automatic stereotypes and biases many of us hold. A portion of the class will not consider that the surgeon is his mother.
      • This activity is one from many on a list that you can find using this link.
  3. Large Group Discussion
    1. Begin by introducing implicit and explicit biases and their association with racism.
      • Play this video explaining biases. 
      • This is a link to a follow up video including examples of biases and how to audit our own biases.
    2. Discuss privilege: When talking about racism we often acknowledge the disadvantaged of one group but what about the advantages of another?
      • White privilege: Invisible Knapsack activity
        • Read through the list within this article excerpt.
        • Have students silently reflect on which concepts apply to them.
        • Here is a link to more information on white privilege. 
    3. Introduce positionality and how that affects an individual's implicit and explicit biases. Share with the students what your positionality is and how it affects the way in which you are teaching this lesson.
      • Ask students to share with a partner what their positionality is and briefly how this affects the way they view things. 
    4. Introduce what stereotypes are and explain their detrimental effect even if no one “intends” to harm. Discuss with students.
      • Ask students to share some of the stereotypes that they have heard.
      • What are some of the ways in which we can combat those stereotypes?
    5. Discrimination and Racism
      • Systematic racism has led to major inequalities in the US.
        • This link is to a video explaining systemic racism in America.
        • This link is to statistics and graphs that can be shown to the class on the inequalities between White and Black people in the US.
          • Ask students to discuss.
          • What disparities do you see between Black and White Americans? How does the history of slavery and racism in our country effect inequalities today?
  4. Ferguson: Biases and Racism
    1. Use this link to listen to Episode 4 of Ferguson Voices from 2:27-6:06
      • What biases did Valeri Felix experience? How did she deal with it?
    2. All communities are faced with the challenge of combating racial stereotypes and biases that are a systemic part of our government. The events and experiences of individuals in Ferguson surrounding the death of Michael Brown are just one example of the detrimental effects biases can have.  
    3. Use this link for details on the events leading up to the killing of Michael Brown.
      • Darren Wilson, the police officer who killed Michael Brown, held biases and assumptions against the victim because of his race. Darren Wilson held racist biases against the threat of the situation and the excessive amount of force used against Brown.
      • Systematic racism was also demonstrated by the court system that handled Michael Brown's case.
  5. Dialogue Activity
    1. Split students up into groups of 4-5. Explain to students the steps and instructions for the activity. Each group will be having their own dialogue on their own experiences with racism.
      • Here is a link to the dialogue activity instructions.  
      • Have a different student moderate each section of the activity with their group. For the last portion come back together as a class to discuss.
      • Moderate students by walking around the classroom listening in from group to group.
  6. Gallery Activity: Addressing Personal Biases
    1. See Gallery Activity document
    2. Prompt: What are the harmful effects biases can have? Students can be creative with, referencing different aspects and dilemmas within society. If they wish they can address how the biases they personally hold can affect other people or how other biases in society may have a personal effect on themselves. They have the freedom to make it as personal or general as they feel comfortable. They can choose the medium they wish to use but are encouraged to pick one different from what they have already created.  
  7. Gallery Activity: Connecting Lesson 4 & 5
    1. Have students read the section “Racial Bias” in the Ferguson Police Department Report taken in May of 2015.
    2. As students go through the material, have them write a brief reflection paragraph.
      • What stands out about these statistics? What issues can you find in the Ferguson police department in 2015? How did this play a role in the death of Michael Brown?

  1. Access to the Internet: To play the Ferguson Voices podcast and for students to be able to complete the implicit bias test.

  1. Implicit bias tests can be posted online for students.
  2. Introduction activity: Online Forum
    1. Students will be given the same instructions in an online post. They will be responsible for replying to that post with a few sentences explaining their initial response and why. Within this forum, students will be able to see what their classmates have also submitted.
  3. Biases and Positionality: Online post
    1. Introduction to the lesson and definitions of terms can be posted online.
    2. Written explanation can be given for the lesson.
    3. Ferguson Voices podcast will be posted for students to listen to on their own.
  1. Assessment
    1. Students can still complete their reflection activity and submit it. For students who choose to complete an artistic piece that cannot be typed, they may submit a picture or video of their work.

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