IMPLICIT BIAS TRAINING

FACILITATION GUIDE
Office of Multicultural Affairs

Fall 2019
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Table of Contents
Slide #2: Overview …………………………………………………………………………….... 2

Slide #3: Implicit Bias Definition …………………………………………………………..…….2

Slide #4: Blind Spotting ………………………………………………………………………..…2

Slide #5: Activity #1- The Tag Game ………………………………………………………….2-3

Slide #6: Origins of Bias ……………………………………………………………………..…...3

Slide #7: Video Pair and Share …………………... ……………………………...……….……3-4

Slide #8: Adolescent Bias ………………………………………………………………….……..4

Slide #9+10: Activity #2- The Circle of Trust………………………………………..…….……..4

Slide #11 Impacts of Implicit Bias on Relationships ………………………………………...…4-5

Slide #12: Implicit Bias's Impact on an Institution ………………………………………...……..5

Slide #13: Closing Reflection…………………………………………………...………………5-6

Slide #14: How to Reduce Bias………………………………………………………….………..6

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Slide #2 - Overview:
 Defining Implicit Bias
 Discuss Blind Spotting
 Learn the Origins of bias
 The Impact of Bias
 How to Reduce Bias

Slide #3 - Implicit Bias Definition

Every human being is triggered—either positively or negatively—when exposed to
different kinds of people. Implicit bias refers to such subconscious reactions to behaviors, traits
and characteristics. Implicit bias impacts individuals, nonprofit organizations and higher
education institutions at virtually every level, including hiring, performance management,
succession planning and strategic decision making. Most biased decisions are made by well-
intentioned people who are unaware of the internal unconscious processes that may be affecting
their decision making every day. (VeryWellMind)
Slide #4 – Blind Spot
A blind spot is simply something that you consistently overlook, often unintentionally.
Much like being unable to see another car in your blind spot, which causes you to make a driving
maneuver that easily could have ended in a traffic accident. (Explore Phycology)

As you weigh a decision, many factors play a role in your thoughts, yet it is often the
factors we are unaware of that may impact these choices in ways we may not have considered.
This blind spot for your own biases can lead to faulty or distorted thinking, which can lead to
poor decision making. Sometimes the consequences of this flawed thinking may be relatively
minor, but in other situations it can lead to regrettable outcomes. (Explore Phycology)

Interestingly, people often believe that they are less likely to be biased than their peers.
According to a study published in the journal Management Science, nearly all people suffer from
the blind spot bias. Out of 661 participants, only one person stated that they were more biased
than the average person. The majority of those in the study, approximately 85 percent, believed
that they were less biased, whether or not they exhibited unbiased decision-making. (Explore
Phycology)

Side #5 – Activity #1: The Tag Game

The Tag Game

Items Required:

Name Badges with different shapes, sizes, and colors

Description:
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In this exercise, participants stick badges, in a variety of shapes, colors, and sizes,
somewhere between their waist and neck. Participants are then instructed to form groups without
talking. There are no instructions given as to what the criteria is to form the groups. Once
formed, the participants are instructed to break up and form into new groups. This is repeated at
least three times. Participants will normally form groups based on shapes, colors, or sizes. Rarely
do the participants look beyond the badges, and even less rarely do they intentionally form
diverse groups in which many shapes, colors, and sizes are represented.

This activity leads into a discussion about social categorization processes, the
automaticity of “us” vs “them” categorizations, and in group bias (also known as affinity bias). It
is also an excellent exercise for introducing the concept of diversity and the potential benefits of
diverse workgroups. Group discussions following the exercise explore diversity experiences (or
lack thereof) in the workplace, and prompt participants to suggest ways to improve the
recognition, support, and value of diverse perspectives and experiences.

Questions:

1. What aspects did you consider when selecting your groups?

2. Why did your mind associate people in these groups?
3. Why does this activity pair with an implicit bias training?
4. How can implicit bias lead to “us” vs “them” categorization within society?
5. What is an example of categorization or implicit bias within society?

Side #6 – Origins of Bias

We tend to seek out patterns: Implicit bias occurs because of the brain's natural
tendency to look for patterns and associations in the world. Social cognition, or our ability to
store, process, and apply information about people in social situations, is dependent on this
ability to form associations about the world.
We like to take shortcuts: Like other cognitive biases, the implicit bias is a result of the
brain's tendency to try to simplify the world. Because the brain is constantly inundated with more
information than it could conceivably process, mental shortcuts make it faster and easier for the
brain to sort through all this data.
Experience and social conditioning play a role: Implicit biases are influenced by
experiences, although these attitudes may not be the result of direct personal experience. Cultural
conditioning, media portrayals, and upbringing can all contribute to the implicit associations that
people form about the members of other social groups. (VeryWell Mind)

Youtube Video: 60 Minutes- Ingroup Bias in Babies

https://www.youtube.com/watch?v=851_21Euh6c
Slide #7 – Video Pair and Share
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What is your initial reaction to the video?

What was causing the babies to show preferences to the cat that choose their favorite snack?
Why did the babies want negative consequence for the cat that choose a different snack from
them?
How does baby’s preferences within this study affect their mindset as adults?
What role did categorization play in this video?
Slide #8 – Adolescent Bias
As early as 3 to 6 months, babies begin to notice & express preference towards race.
Additionally, infants living in a homogeneous neighborhood show preference to their own racial
group where those in heterogeneous neighborhoods do not.
Between the ages of 3 to 5 children begin to apply stereotypes categorize people by race, &
express racial bias.
Slide #9 + 10 – Activity #2: The Circle of Trust
The Circle of Trust
Items Required:
5 x 6 gridded paper

Description:
The Circle of Trust is a powerful exercise for demonstrating the effect of affinity bias.
Students are given a piece of paper with a 5X6 grid. The paper is folded so you can only see the
row to insert the names of people they trust. In this exercise, participants are instructed to write
down in a column on the left-hand side of the piece of paper the initials of six people whom they
trust the most who are not family members. The facilitator then has the student open the piece of
paper write down multiple diversity dimensions including gender, age, race/ethnicity, and sexual
orientation. The facilitator then will ask for students to reflect on the following points:

Questions:
What did you learn from the trusted 10 activity?
What is one thing that you noticed about yourself?
How do you think other people’s identities impact who you’re drawn to in society?
What are the benefits of have a diverse group of friends, mentors, and co-workers within your
life?

Slide #11 - Impacts of Implicit Bias on Relationships

Implicit biases can influence how you behave toward the members of other social groups.
(Verywell Mind)
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This can often lead to words or actions that can negatively affect people.
Microaggression - indirect, subtle, or unintentional discrimination against members of a
marginalized group. (Oxford Dictionary)
 Example of a microaggression: A male black college student is asked if he plays
basketball.

Slide #12 - Implicit Bias's Impact on an Institution

Researchers have found that such bias can have effects in a number of settings, including
in school, work, and legal proceedings.
Implicit Biases in School: Implicit bias can lead to a phenomenon known as stereotype
threat in which people internalize negative stereotypes about themselves based upon group
associations. Research has shown, for example, that girls often internalize implicit attitudes
related to gender and math performance.
 By the age of 9, girls have been shown to exhibit the unconscious beliefs that females
have a preference for language over that of math. The stronger these implicit beliefs
are, the less likely girls and women are to pursue math performance in school. Such
unconscious beliefs are also believed to a play a role in inhibiting women from
pursuing careers in science, technology, engineering, and mathematics (STEM) fields.

Implicit Biases in the Workplace: While the Implicit Attitude Test itself may possess
problems, this does not negate the existence of implicit bias. Or the existence and effects of bias,
prejudice, and discrimination in the real world. Such prejudices can have very real and
potentially devastating consequences.
 One study, for example, found that when black and white job seekers sent out similar
resumes to employers, black applicants were half as likely to be called in for
interviews as white job seekers with equal qualifications. Such discrimination is
likely the result of both explicit and implicit biases toward racial groups.
Even when employers strive to eliminate potential bias in hiring, subtle implicit biases
may still have an impact on how people are selected for jobs or promoted to advanced positions.
Avoiding such biases entirely can be difficult but being aware of their existence and striving to
minimize them can help.

Implicit Biases in Legal Settings: Implicit biases can have troubling implications in
legal proceedings. Research has found that there is an overwhelming racial disparity in how
black defendants are treated in criminal sentencing. Not only are black defendants less likely to
be offered plea bargains than white defendants charged with similar crimes, they are also more
likely to receive longer and harsher sentences than white defendants.

Slide #13 – Closing Reflection

 What is one insight that you gained from this training?
 How might implicit bias impact your work with students as conduct officers?
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 What is one way that you could reduce your implicit bias to create a more fair and
restorative hearing process?

Slide #14 – How to Reduce

While implicit biases can have an impact on your behavior, there are things that you can do
to reduce your own bias.
 Focus on seeing people as individuals. Rather than focusing on stereotypes to define
people, spend time considering them on a more personal, individual level.
 Work on consciously changing your stereotypes. If you do recognize that your response to
a person might be rooted in biases or stereotypes make an effort to consciously adjust your
response.
 Adjust your perspective. Try seeing things from another person's point of view. How would
you respond if you were in their same position? What factors might contribute to how a
person acts in a particular setting or situation?
 Attend events or expose yourself to other communities.