Designed by: Tanuj Dargan, Kiarah Brady and Kristin Kohlmeier
Welcome to our learning resource. Before we begin, take a couple moments to read through this overview to gain a better understanding of what we are doing and why (or skip to the bottom to begin the module).
Definition
Implicit biases are our unconscious attitudes or stereotypes that can affect our understanding, actions and decisions in ways that may not have been intentional (Greenwald & Krieger, 2006). Stereotyping can be seen as a mental shortcut where one attributes generalized traits or characteristics to all members belonging to a certain group which often leads people to making oversimplified, inaccurate, and hurtful assumptions (Dovidio et al., 2010). In today’s world, implicit biases and stereotyping is prominent and rampant. They play a powerful role in shaping people’s everyday interactions while also reinforcing long, maintained systemic inequalities, even for those who openly express to reject prejudices.
Learning Context
Addressing an audience of undergraduate post-secondary students who would be approximately 18-24 years old. It will be used as more of an isolated awareness exercise. This is a good age range as there will already be some basic knowledge of fairness, discrimination and social group differences while also having limited exposure to many validated theories of implicit bias and stereotyping. Although this kind of awareness is important for all to have, it may be of more interest to those who find themselves to be socially conscious and stay involved with current events and social justice.
For all learning needs to be met there is clear and simple explanations used. There is relatable content so learners can help connect their ideas to their daily experiences as well as multiple ways to engage with the content such as videos, discussions, polls, and activities. There are also additional resources that are both more condensed and more in depth to allow for learners to choose their level of engagement based on their situation.
Learning Theory Rationale
Constructivism is the ideal and leading perspective for this topic as the learners must actively construct new understandings of biases and how they operate within themselves as well as the broader picture. In this learning resources, participants will build on their existing beliefs and question assumptions they may have and then engage in self-reflection based on this. Constructivism promotes discussion, group work and using real world scenarios to build understanding as it helps to deepen insight and personal relevance (Halpern, 2017).
Learning Design Rationale
Inquiry based learning was chosen for the approach as it empowers students to ask questions, which is very important here; examine real life examples such as the Blue Eyes/Brown Eyes exercise presented in the blueprint; and it personalizes concepts, allowing them to connect to their own experiences. This design method opens doors for critical thinking, self-awareness and safe, open dialogue which are all crucial pieces when it comes to challenging, what for some, are deeply held unconscious beliefs and attitudes. This approach also aligns with constructivism by ensuring the learner is the center of the educational experience so they can be an active and engaged investigator.
Inclusive Learning – UDL Principles
We will incorporate UDL principles for diverse learners by providing a variety of ways to engage, represent, and express. This will be done by using multiple learning materials including videos (with access to closed captions and transcripts), readings, and online group discussion. We will also provide options for our reflection assessment. Learners will be able to show their reflection in different ways such as writing, verbally, or through an alternative creative form. Learners will be able to contribute to discussion anonymously via Padlet as some may not be comfortable speaking in group settings. Learners will have the option to work on their own or in collaboration with each other to foster engagement. There will be a variety of learning activities to recruit interest. Additionally, important terms will be defined, and big ideas / learning outcomes will be clearly stated so learners can identify what is being taught.
Technology Choices Rationale
We chose to include a few technology systems to help aid in the lesson. For starters there is the embedded class divide video which brings the topic to the real world. There will be discussion forums for those that may want to expand on or share their thought. There will also be options for anonymous Q and A via Padlet to ensure a safe space to confidently share insights. These tools will be mostly familiar and, more importantly, free or supported through schools. They are also relatively easy to use and allow for interactivity and reflection as well as community building which are foundational for success in this module.
Essential Questions
How are people biased without intending to be?
What real-life consequences flow from implicit biases and stereotypes?
What can an individual realistically do to disrupt their own biases and those around them?
Inclusivity and Accessibility Notes
Captions and transcripts are available for all videos.
Multiple means of expression for major reflection.
Multiple means of engagement for learning materials.
Anonymous participation channel (Padlet) for students uncomfortable sharing publicly.
High contrast, plain font used to increase readability.
References
Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. T. L. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology, 48(6), 1267–1278. https://devinelab.psych.wisc.edu/wp-content/uploads/sites/1383/2020/04/Long-term-reduction-in-implicit-race-bias.pdf
Dovidio, J. F., Hewstone, M., Glick, P., & Esses, V. M. (2010). Prejudice, stereotyping and discrimination: Theoretical and empirical overview. In S. T. Fiske, D. T. Gilbert, & G. Lindzey (Eds.), Handbook of social psychology (5th ed., Vol. 2, pp. 1084–1121). Wiley. https://doi.org/10.1002/9780470561119.socpsy002030
Greenwald, A. G., & Krieger, L. H. (2006). Implicit bias: Scientific foundations. California Law Review, 94(4), 945–967. (PDF) Implicit Bias: Scientific Foundations
Halpern, C. (2017). Book review: In search of understanding: The case for constructivist classrooms. American Journal of Qualitative Research, 1(1), 32–36. (PDF) Book Review: In search of understanding: The case for constructivist classrooms
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