Unconscious Bias

1. Engage students by challenging them to predict the results of four experiments exploring unconscious bias. Use slides 2 – 15 in the Unconscious bias slides. You can have students discuss their predictions with their neighbours or share their predictions through a polling app.
2. Debrief the prediction exercise and introduce the goals of the lesson. Point out that all four experiments show people discriminating even when their personal values and/or professional code of ethics are “inclusive and egalitarian.”  Explain that, to understand this gap between values and actions, we need to understand something about human psychology.  More specifically, we need to understand that humans have cognitive biases. 
3. Explain the concept of cognitive biases. Use slides 17 - 18 in the Unconscious bias slides.
4. Explain the concept of unconscious or implicit bias. Use slides 19 - 20 in the Unconscious bias slides.
5. Invite students to explore the Implicit Association Test.
   • Hands-on option: Invite students to complete the Implicit Association Test. There are different tests to measure bias based on race, gender, religion, age, disability, sexuality, etc.  Each student should pick one test to complete (whichever test is most interesting to them).  Tell students that, should they choose to complete the IAT, their results will be completely anonymous.  Neither you (as teacher) nor the Project Implicit research team will be able to link their results with their name. 
   • Reading option: Invite students to spend 15 minutes locating and reading articles online about the Implicit Association test.
   • Note: The Implicit Association Test (IAT) website was created for the purpose of scientific research, and it is not ethical to require that people participate in scientific research. Teachers are encouraged to use the IAT as a teaching tool, but it is not ethical to pressure students to participate against their will. For this reason, it is important to offer students an alternative activity.
6. Before debriefing the IAT, give an overview of the neurobiology of bias. Use slide 22 in the Unconscious bias slides. 
7. Guide students through a mind-body exercise.
   • Give context: Tell students that taking the IAT may have activated their amygdala (because the test requires thinking in binary terms of us and them).  To help them settle their nervous systems and create the mental space required for difficult conversations around difference and inequality,
   • Lead a body-shaking exercise: Invite students to spend a minute shaking their bodies – either standing or seated in their chairs. Tell them that shaking can help discharge pent-up energy and emotional responses.
   • Lead a breathing exercise, to help students explore their natural breathing patterns and practice calming breathing. Here is a script you can use to lead students through a breathing exercise.
   • Remind students of the purpose of mind-body exercises: Using your breath to regulate your nervous system allows you to create space between you and whatever stressor you are facing, so you can find better ways of managing that stressor (whether it be the psychological discomfort of seeing your IAT results, the pain of arguing with a loved one, or the stress of an exam).
8. Check students’ understanding of the IAT by asking questions about the test’s purpose and design.
   • What is the purpose of the Implicit Association Test?
   • How does the IAT measure unconscious biases? What, exactly, are you asked to do when you take the IAT?
   • What does it mean if someone is much faster at pairing “White” with “Good” than at pairing “Black” with “Good?”
   • Why do you think you were asked to answer demographic questions (about your age, gender, postal code, etc.)?
9. Invite students to reflect on what they learned from the Implicit Association Test by having students to pair up and discuss:
   • Did your unconscious biases match your explicit values and beliefs?
   • If not, how did it make you feel? Surprised? Defensive? Skeptical? Depressed?  Why?
   • How did your body react upon learning your IAT results? Did you experience any signs of an amygdala response, such as chest tightness, heart palpitations, jaw tension, etc.?
   • What do you think the sources of unconscious bias are for you and how can they be altered?
10. Re-group as a whole class and invite students to share their reactions and questions related to the IAT. Here are some questions that may surface:
    • I believe everyone is equal, but my test results say I have a preference for white people. Does this mean I’m racist?
    • Are people from minoritized groups less likely to hold unconscious bias?
    • Could my results be distorted by an external factor like being distracted or having poor hand-eye coordination?
11. Facilitate a discussion about the sources of unconscious bias. Record students’ ideas on the board.  Students should come up to understand that unconscious biases may come from sources, including: family; friends; movies, music and video games; news; advertisements; textbooks and other school materials, etc. 
12. Highlight the ways in which unconscious bias and institutional oppression are mutually reinforcing. Use slide 24 in the Unconscious bias slides. 
13. Explain that understanding the two-way relationship between unconscious bias and discrimination helps us understand what can be done to fight unconscious bias:
    • We can train our brains to minimize unconscious bias. For example, we can seek out positive role models.  Research shows that seeing people from marginalized groups in a positive light reduces bias.
    • We can put in place strategies so our unconscious biases don’t leak out. For example, a manager might have a person’s name removed from the top of their resume to minimize the chances that the candidate’s race and gender influence hiring decisions.
    • We can tackle the discriminatory policies and practices that lead to inequitable outcomes which, in turn, reinforce prejudiced beliefs. For example, if we provide adequate funding for First Nations education, then First Nations youth will be more likely to graduate from high school and our day-to-day experiences will reinforce the idea that First Nations youth are as intelligent and capable as all other youth.  

• Invite students to participate in a guided mindfulness meditation. Introduce the activity by telling students that action at all three levels is important but that today’s class will focus on the first one (training our brains to minimize unconscious bias).  Explain that a significant amount of research has shown that loving-kindness meditation helps increase a person’s sense of compassion and empathy, while reducing unconscious bias. Here is a loving-kindness meditation script

14. Debrief the meditation by giving students a few minutes to discuss (in small groups) what it felt like for them to wish happiness, health, and peace for themselves and their loved ones as well as for those for whom they have hard feelings and people who may have hurt them.

In the last few minutes of class, create space for students to consolidate what they learned. Because this activity may be emotionally intense for some students, we recommend either not grading this activity at all, or grading it based on completion. 

• Knowledge and understanding option - It’s your turn to be the teacher! Explain the vicious cycle of unconscious bias and discrimination using an example other than the one we discussed in class today (i.e. other than First Nations education).
• Reflection option – Today, we explored unconscious bias and how to fight it through several different activities. Which one was most powerful for you?  Write 1 paragraph explaining your answer.
  • Prediction activity (guess the results of each experiment)
  • Implicit Association Test
  • Mini-lecture on the vicious cycle of unconscious bias and discrimination
  • Mind-body activities (shaking, breathing, and guided meditation)

Note: The IAT is a useful tool for raising awareness and for detecting population-level patterns.  It is not designed for diagnostic or selection purposes (e.g. grading student progress or making hiring decisions).  As Project Implicit (2011) explains, “Just as blood pressure readings might change from one doctor's visit to another depending on how stressed and tired you are, and even how much coffee you may have had, IAT results can change from one time to another depending on where you currently are, your recent thoughts or experiences, and deliberate strategies you might use to influence test results.”  For this reason, it is important that teachers do not evaluate students based on their IAT results. 

This lesson incorporates three mind-body practices (shaking, breathing and guided meditation).  These practices can help relieve the psychological discomfort that can come from discovering unconscious biases that don’t line up with conscious values and beliefs.  Yet, for teachers who are used to serving as “content experts” in their discipline, the idea of bringing mind-body practices into the classroom can be scary.  Here are two strategies teachers can use to prepare to integrate mind-body practices into their classes: 

1. Ask a colleague who has more experience with mind-body practices to help you facilitate this lesson.  For example, you might find a teacher in the physical education department who regularly leads students through mind-body activities.
2. Arm yourself with information on how and why to use mind-body practices in the classroom.

• Implicit Association Test Canada by Project Implicit
• Using Mind-Body Practices to Uproot Unconscious Bias in the Education Profession by Niki Elliot
• Contemplating the Effects of Oppression: Integrating Mindfulness into Diversity Classrooms by Beth Berila