Subject Guides: Brave Spaces: Library Resources

Unconscious Bias Resources

Below are a list of subject headings to support your research of these topics. Use the library's 'Search Everything' tool to find scholarly articles, books, videos, and other research resources.

Subject Headings

Age Discrimination

Bias (law)

Biphobia

Caste-based discrimination

Classroom environment

Cultural pluralism
Cultural prejudices
Discrimination
Diversity in the workplace

Employees--coaching of

Homophobia

Implicit bias

Implicit learning

Institutional racism

Interpersonal relations

Leadership in women

Learning

Microaggressions

Mindfulness

Medical Subject Headings (MeSh)

Emergency Service, Hospital*
Nurse Practitioners/*psychology
Personnel, Hospital/*psychology
Racism/*psychology
Adult ; Awareness ; Female ; Humans ; Pregnancy ; Prejudice

Minorities

Physical-appearance-based bias

Prejudices

Prevention of racism

Publication bias
Racial inequality

Race discrimination

Racism

Religious discrimination

Sex discrimination

Sex role

Social attitudes

Social integration

Stereotypes (social psychology)

Transformative learning

Transphobia

Women executives

Work environment

Types of Implicit Bias

Ageism

We treat people poorly based on how old or young they are.

Affinity (or Similarity) Bias

We treat people better because they are like us in some way: a shared dislike, background or hobbies, etc.

Attribution Bias

We treat people differently when we assume that their professional history is purely down to good fortune and not hard work.

Attractiveness (Beauty) Bias

We tend to view conventionally attractive people as good at their jobs and “ugly” or extremely good-looking people as bad at their jobs.

Conformity Bias

We treat people better when they act like us.

Confirmation Bias

We treat people purely through the lens of our experience and not through their actual lived experience.

Contrast Effect

We treat people better based on a comparison between them and others, rather than viewing them through a single lens.

Gender Bias

We treat people of a particular gender poorly. Gender bias tends to favor men but both men and women may exhibit gender biases.

Halo Effect

We treat people better because we think of one aspect of their experience or personality is amazing, which means that their whole self is also amazing.

Height bias

We treat taller people better.

Horns Effect

Opposite of the Halo Effect

We treat people worse because we think of one aspect of their experience or personality is terrible, which means that their whole self is also terrible.

Name bias

We treat people with names that sound “standard” as better than ones that may be a cultural signifier or unique.

Perception bias

We treat people poorly based on our personal ideas of what the stereotype of this person is.

Source: EW Group

Doing Harm by Maya Dusenbery Editor of the award-winning site Feministing.com, Maya Dusenbery brings together scientific and sociological research, interviews with doctors and researchers, and personal stories from women across the country to provide the first comprehensive, accessible look at how sexism in medicine harms women today. In Doing Harm, Dusenbery explores the deep, systemic problems that underlie women's experiences of feeling dismissed by the medical system. Women have been discharged from the emergency room mid-heart attack with a prescription for anti-anxiety meds, while others with autoimmune diseases have been labeled "chronic complainers" for years before being properly diagnosed. Women with endometriosis have been told they are just overreacting to "normal" menstrual cramps, while still others have "contested" illnesses like chronic fatigue syndrome and fibromyalgia that, dogged by psychosomatic suspicions, have yet to be fully accepted as "real" diseases by the whole of the profession. An eye-opening read for patients and health care providers alike, Doing Harm shows how women suffer because the medical community knows relatively less about their diseases and bodies and too often doesn't trust their reports of their symptoms. The research community has neglected conditions that disproportionately affect women and paid little attention to biological differences between the sexes in everything from drug metabolism to the disease factors--even the symptoms of a heart attack. Meanwhile, a long history of viewing women as especially prone to "hysteria" reverberates to the present day, leaving women battling against a stereotype that they're hypochondriacs whose ailments are likely to be "all in their heads."  Offering a clear-eyed explanation of the root causes of this insidious and entrenched bias and laying out its sometimes catastrophic consequences, Doing Harm is a rallying wake-up call that will change the way we look at health care for women.  
Call Number: RA 564.85 D88 2017
Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine by National Academies of Sciences Careers in science, engineering, and medicine offer opportunities to advance knowledge, contribute to the well-being of communities, and support the security, prosperity, and health of the United States. But many women do not pursue or persist in these careers, or advance to leadership positions - not because they lack the talent or aspirations, but because they face barriers, including: implicit and explicit bias; sexual harassment; unequal access to funding and resources; pay inequity; higher teaching and advising loads; and fewer speaking invitations, among others. There are consequences from this underrepresentation of women for the nation as well: a labor shortage in many science, engineering, and medical professions that cannot be filled unless institutions and organizations recruit from a broad and diverse talent pool; lost opportunities for innovation and economic gain; and lost talent as a result of discrimination, unconscious bias, and sexual harassment. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine reviews and synthesizes existing research on policies, practices, programs, and other interventions for improving the recruitment, retention, and sustained advancement into leadership roles of women in these disciplines. This report makes actionable recommendations to leverage change and drive swift, coordinated improvements to the systems of education, research, and employment in order to improve both the representation and leadership of women.
ISBN: 9780309498241
The Secret Life of Decisions by Meena Thuraisingham Making decisions is a critical part of every executive's job. However we know so little about the often subliminal processes that shape the decisions we make. The Secret Life of Decisions exposes the unchallenged myths and distortions that impact our reasoning ability, raising our awareness of the many traps we can fall into. Meena Thuraisingham and her collaborator, Wolfgang Lehmacher, have drawn from decades of work with leaders showing that even the most talented leaders and teams can end up making sub-optimal decisions. This is rarely because they had poor critical thinking faculties but rather because they did not pay enough attention to the often invisible traps hardwired into our thinking processes, letting through only information that conforms with our current beliefs, mental models and expectations. This leaves many leaders and businesses exposed. Rather than being the rational output of our reasoning abilities, the authors show decision making to be a highly imprecise process. As decision makers we come to the table armed with our own perspectives, preferences, filters, heuristics and biases, influenced by a broad range of social influences many operating subliminally. The Secret Life of Decisions is an essential read for developing and seasoned executives who have to work through increasingly complex and high stakes decisions. It treats choosing wisely and the thinking involved as a skill, which as with many other skills, can be improved with the guided practice and supporting tools provided here. The journey however starts with awareness that comes from outing the 'secret' forces that can sabotage the quality of our decisions.
ISBN: 9781409453277
Seeing Patients by Augustus A. White; David Chanoff (As told to); Augustus A. White If you're going to have a heart attack, an organ transplant, or a joint replacement, here's the key to getting the very best medical care: be a white, straight, middle-class male. This book by a pioneering black surgeon takes on one of the few critically important topics that haven't figured in the heated debate over health care reform?the largely hidden yet massive injustice of bias in medical treatment. Growing up in Jim Crow?era Tennessee and training and teaching in overwhelmingly white medical institutions, Gus White witnessed firsthand how prejudice works in the world of medicine. And while race relations have changed dramatically, old ways of thinking die hard. In Seeing Patients White draws upon his experience in startlingly different worlds to make sense of the unconscious bias that riddles medical treatment, and to explore what it means for health care in a diverse twenty-first-century America. White and coauthor David Chanoff use extensive research and interviews with leading physicians to show how subconscious stereotyping influences doctor?patient interactions, diagnosis, and treatment. Their book brings together insights from the worlds of social psychology, neuroscience, and clinical practice to define the issues clearly and, most importantly, to outline a concrete approach to fixing this fundamental inequity in the delivery of health care.
ISBN: 9780674049055
Uncomfortable Conversations with a Black Man by Emmanuel Acho INSTANTNEW YORK TIMES BESTSELLER An urgent primer on race and racism, from the host of the viral hit video series "Uncomfortable Conversations with a Black Man" "You cannot fix a problem you do not know you have." So begins Emmanuel Acho in his essential guide to the truths Americans need to know to address the systemic racism that has recently electrified protests in all fifty states. "There is a fix," Acho says. "But in order to access it, we're going to have to have some uncomfortable conversations." InUncomfortable Conversations With a Black Man, Acho takes on all the questions, large and small, insensitive and taboo, many white Americans are afraid to ask--yet which all Americans need the answers to, now more than ever. With the same open-hearted generosity that has made his video series a phenomenon, Acho explains the vital core of such fraught concepts as white privilege, cultural appropriation, and "reverse racism." In his own words, he provides a space of compassion and understanding in a discussion that can lack both. Heasks only for the reader's curiosity--but along the way, he will galvanize all of us to join the antiracist fight.
Call Number: E 185.615 A25 2020
What Works by Iris Bohnet ?Compelling, lucid, and filled with actionable insights, What Works draws from a deep well of research to explain how we can end gender inequality.??Adam Grant, author of Give and Take and Originals ?A pathbreaking work, packed with insights on every page? The best book ever written on behavioral science and discrimination.??Cass Sunstein, coauthor of Nudge A Financial Times/McKinsey Business Book of the Year Award Finalist Gender equality is a moral and a business imperative. But unconscious bias holds us back, and de-biasing people's minds has proven to be difficult and expensive. Diversity training programs have had limited success, and individual effort alone often invites backlash. Behavioral design offers a new solution. By de-biasing organizations instead of individuals, we can make smart changes that have big impacts. Presenting research-based solutions, Iris Bohnet hands us the tools we need to move the needle in classrooms and boardrooms, in hiring and promotion, benefiting businesses, governments, and the lives of millions. What Works is built on new insights into the human mind. It draws on data collected by companies, universities, and governments in Australia, India, Norway, the United Kingdom, the United States, Zambia, and other countries, often in randomized controlled trials. It points out dozens of evidence-based interventions that could be adopted right now and demonstrates how research is addressing gender bias, improving lives and performance. What Works shows what more can be done?often at shockingly low cost and surprisingly high speed.
Call Number: HD 6060 B64 2016

CE: Addressing Implicit Bias in Nursing: A Review. This article examines the nature of implicit, or unconscious, bias and how such bias develops. It describes the ways that implicit bias among health care providers can contribute to health care disparities and discusses strategies nurses can use to recognize and mitigate any biases they may have so that all patients receive respectful and equitable care-regardless of their race, ethnicity, religion, sexual orientation, gender identification, socioeconomic status, disabilities, stigmatized diagnoses, or any characteristic that distinguishes them from societal norms.
Defeating Unconscious Bias: The Role of a Structured, Reflective, and Interactive Workshop. Unconscious or implicit biases are universal and detrimental to health care and the learning environment but can be corrected. Historical interventions used the Implicit Association Test (IAT), which may have limitations. We determined the efficacy of an implicit bias training without using the IAT. From April 2019 to June 2020, a 90-minute educational workshop was attended by students, residents, and faculty. The curriculum included an interactive unconscious biases presentation, videoclips using vignettes to demonstrate workplace impact of unconscious biases with strategies to counter, and reflective group discussions. The evaluation included pre- and postintervention surveys. Participants were shown images of 5 individuals and recorded first impressions regarding trustworthiness and presumed profession to unmask implicit bias. Of approximately 273 participants, 181 were given the survey, of which 103 (57%) completed it with significant increases from pre- to postintervention assessments for perception scores (28.87 [SEM 0.585] vs 32.73 [0.576], P
Fostering Empathy, Implicit Bias Mitigation, and Compassionate Behavior in a Medical Humanities Course Increases in compassionate behavior improve patient outcomes and reduce burnout among healthcare professionals. We predicted that selecting and performing service-learning projects by teams of prospective medical students in a Medical Humanities course would foster students' compassion by raising their reflective capacity, empathy, and unconscious bias mitigation. In class, we discussed difficulties in communication and implicit bias. In this observational study, teams wrote individual and team critical reflections on these class discussions and their service-learning experiences, and we analyzed these reflections for dissonance, self-examination, bias mitigation, dissonance reconciliation, and compassionate behavior. Thirty-two students (53% female) completed the Reflective Practice Questionnaire and the Jefferson Scale of Empathy before the course in August 2019 and after it in December 2019. In December, students were surveyed concerning their attitudes toward team service-learning projects and unconscious bias. The students reported changes in their behavior to mitigate biases and become more compassionate, and their reflective capacity and empathy grew in association with discussions and team service-learning experiences in the course. Virtually all students agreed with the statement "Unconscious bias might affect some of my clinical decisions or behaviors as a healthcare professional," and they worked to control such biases in interactions with the people they were serving.
How Assumptions and Preferences Can Affect Patient Care: An Introduction to Implicit Bias for First-Year Medical Students. Introduction: Instruction in implicit bias is becoming prevalent across the spectrum of medical training. Little education exists for preclinical students, and guidance for faculty to facilitate such education is minimal. To address these gaps, we designed and delivered a single session for incoming first-year medical students and developed a facilitator training program. Methods: One faculty member delivered a 1-hour, multimedia, interactive lecture to all first-year medical students. Students subsequently met in small groups with trained facilitators. Activities included reflection, guided debriefing, and strategy identification to become aware of when they might be making an assumption causing them to jump to a conclusion about someone. The program evaluation consisted of aggregated student strategies and facilitator feedback during postsession debriefs, both analyzed through thematic analysis. Results: We delivered instruction to 1,098 students. Student strategies resulted in three themes: (1) humility, (2) reflection, and (3) partnering. The postsession debriefs uncovered opportunities to enhance the session. Lessons learned included presenting material to an entire class at once, allowing students to engage in dynamic discussion in the small groups, eliminating anonymous polling in the small groups, and highlighting management of implicit bias as essential to professional development. Discussion: Our instructional design enabled first-year medical students to identify at least one strategy to use when implicit biases are activated. The large-group session was deliverable by one faculty member, and volunteers successfully facilitated small-group sessions after only one training session, making this model a feasible innovation to reach an entire medical school class at the same time. (© 2021 Gonzalez et al.)
Mapping social exclusion in STEM to men’s implicit bias and women’s career costs. Why are women socially excluded in fields dominated by men? Beyond the barriers associated with any minority group’s mere numerical underrepresentation, we theorized that gender stereotypes exacerbate the social exclusion of women in science, technology, engineering, and math (STEM) workplaces, with career consequences. Although widely discussed, clear evidence of these relationships remains elusive. In a sample of 1,247 STEM professionals who work in teams, we tested preregistered hypotheses that acts of gendered social exclusion are systematically associated with both men’s gender stereotypes (Part 1) and negative workplace outcomes for women (Part 2). Combining social network metrics of inclusion and reaction time measures of implicit stereotypes (the tendency to “think STEM, think men”), this study provides unique empirical evidence of the chilly climate women often report experiencing in STEM. Men with stronger implicit gender stereotypes had fewer social ties to female teammates. In turn, women (but not men) with fewer incoming cross-gender social ties reported worse career fit and engagement. Moderated mediation revealed that for women (but not men), cross-gender social exclusion was linked to more negative workplace outcomes via lower social fit. Effects of social exclusion were distinct from respect. We discuss the possible benefits of fostering positive cross-gender social relationships to promote women’s professional success in STEM. [ABSTRACT FROM AUTHOR]
Mitigating Implicit Bias: Diversity, equity, and inclusion in action. The article discusses the implicit or unconscious bias of librarians in the U.S. and how to address them through diversity, equity and inclusion programs. Also cited are the efforts by libraries, including health sciences libraries, to develop materials addressing implicit biases, as well as the continuing education classes offered by groups like the American Library Association to recognize and resolve biases in interpersonal relationships.
A Qualitative Study of New York Medical Student Views on Implicit Bias Instruction: Implications for Curriculum Development. Background: For at least the past two decades, medical educators have worked to improve patient communication and health care delivery to diverse patient populations; despite efforts, patients continue to report prejudice and bias during their clinical encounters. Targeted instruction in implicit bias recognition and management may promote the delivery of equitable care, but students at times resist this instruction. Little guidance exists to overcome this resistance and to engage students in implicit bias instruction; instruction over time could lead to eventual skill development that is necessary to mitigate the influence of implicit bias on clinical practice behaviors. Objective: To explore student perceptions of challenges and opportunities when participating in implicit bias instruction. Approach: We conducted a qualitative study that involved 11 focus groups with medical students across each of the four class years to explore their perceptions of challenges and opportunities related to participating in such instruction. We analyzed transcripts for themes. Key Results: Our analysis suggests a range of attitudes toward implicit bias instruction and identifies contextual factors that may influence these attitudes. The themes were (1) resistance; (2) shame; (3) the negative role of the hidden curriculum; and (4) structural barriers to student engagement. Students expressed resistance to implicit bias instruction; some of these attitudes are fueled from concerns of anticipated shame within the learning environment. Participants also indicated that student engagement in implicit bias instruction was influenced by the hidden curriculum and structural barriers. Conclusions: These insights can inform future curriculum development efforts. Considerations related to instructional design and programmatic decision-making are highlighted. These considerations for implicit bias instruction may provide useful frameworks for educators looking for opportunities to minimize student resistance and maximize engagement in multi-session instruction in implicit bias recognition and management.
Remediating Campus Climate: Implicit Bias Training Is Not Enough A common remedial response to a culture of racism, sexism, homophobia and other forms of oppression on college campuses has been to institute mandatory implicit bias training for faculty, staff and students. A critical component of such training is the identification of unconscious prejudices in the minds of individuals that impact behavior. In this paper, I critically examine the rush to rely on implicit bias training as a panacea for institutional culture change. Implicit bias training and the notion of implicit bias it is grounded in is examined and the advantages and limitations of this approach is elaborated. An exclusive focus on implicit bias, it is argued, can protect ignorance rather than correct it. Similar to implicit bias, microaggressions is a concept that has played a role in campus diversity interventions. An examination of microaggression education demonstrates how it corrects for some of the pitfalls of relying on the concept of implicit bias to improve campus climate. The ambiguity that is characteristic of microaggressions, however, hints at the need to explore the type of "unknowing" that both implicit bias education and microaggression education attempt to remedy. Building on the recent scholarship around the idea of epistemic injustice, crucial insights can be gleaned about the significance of shifting the focus from lack of knowledge to a willful resistance to know. In the final section, some implications for improving campus climate are drawn out.
Unconscious Bias, Implicit Bias, Microaggressions: What Can We do about Them? The article focuses on prevalence of unconscious bias, implicit bias, and microaggressions in employment. Topics include diversity tends to be defined simply as a conglomeration of people from different backgrounds, and the brain research on implicit bias (also referred to as "unconscious bias") can serve as a valuable learning tool during this process of exploration and growth.
Unconscious Bias and the Impacts on Caring: The Role of the Clinical Nursing Instructor. Unconscious (implicit) biases are automatic, normal, learned stereotypes that develop over time and are deeply ingrained. Substantial evidence reveals that unconscious biases held by healthcare providers affect interactions and decision-making, particularly in high-stress situations, and contribute to healthcare disparities. Becoming aware of our own unconscious bias and utilizing strategies to minimize these attitudes and feelings can positively impact patient care. This article outlines unconscious bias in healthcare and nursing and its relation to caring. Strategies are suggested for clinical nursing instructors (CNIs) to provide education to student nurses that promotes awareness.
Using the Implicit Relational Assessment Procedure (IRAP) to Examine Implicit Beauty Bias in the Context of Employability. Attractiveness bias has been well-documented in social domains, however, an investigation into the attractiveness-bias effect on employability has not been conducted using implicit measures. In Study 1 (N = 24) the Implicit Relational Assessment Procedure (IRAP) and a number of explicit measures (e.g., self-report questionnaires) were used to investigate the attractiveness-bias effect on employability using stimuli of high and low attractiveness. Results from Study 1 indicated that there was a significant bias in the direction of attractive-employable on explicit and implicit measures. In Study 2, (N = 52) these measures were used to investigate the attractiveness-bias effect on employability using stimuli of high and medium attractiveness. Results from Study 2 indicated that there was a significant bias in the direction of attractive-employable on explicit measures and a significant bias in the direction of attractive-employable and medium-attractive-unemployable on implicit measures. There was no effect of participant gender on D-scores for either study. Findings are discussed in relation to previous research and implications for the use of implicit measurement to measure attractiveness bias in the domain of employability. [ABSTRACT FROM AUTHOR]

3 kinds of bias that shape your worldview (TEDTalks,J.M Shepherd / 12:22)

Canadian startup uses AI to reduce job interview bias (The National / 5:54)

How to design gender bias out of your workplace (TEDTalks,Sara Sanford / 13:27)

How to keep human bias out of AI (TEDTalks,Kriti Sharma / 12:11)

Picture a scientist (PBS / 1:32:47)

White fright (Guardian News & Media / 29:38)

A closer look at the discrimination outcomes in the IAT literature. To what extent the IAT (Implicit Association Test, Greenwald et al., 1998) predicts racial and ethnic discrimination is a heavily debated issue. The latest meta-analysis by Oswald et al. (2013) suggests a very weak association. In the present meta-analysis, we switched the focus from the predictor to the criterion, by taking a closer look at the discrimination outcomes. We discovered that many of these outcomes were not actually operationalizations of discrimination, but rather of other related, but distinct, concepts, such as brain activity and voting preferences. When we meta-analyzed the main effects of discrimination among the remaining discrimination outcomes, the overall effect was close to zero and highly inconsistent across studies. Taken together, it is doubtful whether the amalgamation of these outcomes is relevant criteria for assessing the IAT's predictive validity of discrimination. Accordingly, there is also little evidence that the IAT can meaningfully predict discrimination, and we thus strongly caution against any practical applications of the IAT that rest on this assumption. However, provided that the application is thoroughly informed by the current state of the literature, we believe the IAT can still be a useful tool for researchers, educators, managers, and students who are interested in attitudes, prejudices, stereotypes, and discrimination.
Don’t Talk about Implicit Bias Without Talking about Structural Racism Implicit bias has been in the news a lot lately. At the National Equity Project, we think it is an important topic that warrants our attention, but it is critical that any learning about implicit bias includes both clear information about the neuroscience of bias and the context of structural racism that gave rise to and perpetuates inequities and harmful racial biases. As leaders for equity, we have to examine, unpack and mitigate our own biases and dismantle the policies and structures that hold inequity in place. We call this leading from the inside-out.
Predicting ethnic and racial discrimination: A meta-analysis of IAT criterion studies. This article reports a meta-analysis of studies examining the predictive validity of the Implicit Association Test (IAT) and explicit measures of bias for a wide range of criterion measures of discrimination. The meta-analysis estimates the heterogeneity of effects within and across 2 domains of intergroup bias (interracial and interethnic), 6 criterion categories (interpersonal behavior, person perception, policy preference, microbehavior, response time, and brain activity), 2 versions of the IAT (stereotype and attitude IATs), 3 strategies for measuring explicit bias (feeling thermometers, multi-item explicit measures such as the Modern Racism Scale, and ad hoc measures of intergroup attitudes and stereotypes), and 4 criterion-scoring methods (computed majority–minority difference scores, relative majority–minority ratings, minority-only ratings, and majority-only ratings). IATs were poor predictors of every criterion category other than brain activity, and the IATs performed no better than simple explicit measures. These results have important implications for the construct validity of IATs, for competing theories of prejudice and attitude–behavior relations, and for measuring and modeling prejudice and discrimination. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Sequential priming measures of implicit social cognition: A meta-analysis of associations with behavior and explicit attitudes. In a comprehensive meta-analysis of 167 studies, the authors found that sequential priming tasks were significantly associated with behavioral measures (r = .28) and with explicit attitude measures (r = .20). Priming tasks continued to predict behavior after controlling for the effects of explicit attitudes. These results generalized across a variety of study domains and methodological variations. Within-study moderator analyses revealed that priming tasks have good specificity, only predicting behavior and explicit measures under theoretically expected conditions. Together, these results indicate that sequential priming—one of the earliest methods of investigating implicit social cognition—continues to be a valid tool for the psychological scientist. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Understanding and Using the Implicit Association Test: III. Meta-Analysis of Predictive Validity. This review of 122 research reports (184 independent samples, 14,900 subjects) found average r = .274 for prediction of behavioral, judgment, and physiological measures by Implicit Association Test (IAT) measures. Parallel explicit (i.e., self-report) measures, available in 156 of these samples (13,068 subjects), also predicted effectively (average r = .361), but with much greater variability of effect size. Predictive validity of self-report was impaired for socially sensitive topics, for which impression management may distort self-report responses. For 32 samples with criterion measures involving Black-White interracial behavior, predictive validity of IAT measures significantly exceeded that of self-report measures. Both IAT and self-report measures displayed incremental validity, with each measure predicting criterion variance beyond that predicted by the other. The more highly IAT and self-report measures were intercorrelated, the greater was the predictive validity of each. [ABSTRACT FROM AUTHOR]
The world is relying on a flawed psychological test to fight racism If we really want to eliminate discrimination, discussions of implicit bias should play a smaller role in sparking personal responsibility. The theory should be presented with the appropriate caveats, and as only the beginning of a conversation. The current hype around implicit bias, which overstates its role in both causing and combating discriminatory behavior, is both unwarranted and unhelpful. (From Author)
Your Unconscious Bias Trainings Keep Failing Because You’re Not Addressing Systemic Bias It seems like every other day the headlines are marred with stories of companies adopting unconscious bias trainings to overcome issues of racism, prejudice, bias and discrimination. Unconscious bias trainings have become the cure-all for every diversity-related ailment that organizations are facing but why after all the money expended, inequities continue to persist in today’s workplaces? The focus of unconscious bias training is typically on helping individuals understand and recognize their own unconscious and intrinsic biases and suggesting behaviors to mitigate the preconceptions we are prone to. What unconscious bias trainings don’t account for are the systemic and structural issues (SSI) that allow biases to be perpetuated in the workplace. (From Author)