Assignment 1

Authors: Kiarah Brady & Tanuj Dargan

Topic: Implicit Bias and stereotyping 

• Fits with the course content
• Implicit bias: unconscious prejudice against or favoritism towards people of a particular gender, ethnicity or social group that influences one’s actions or perceptions
  • One of my favourite studies: blue eyes/brown eyes experiment could act as a great resource/evidence for implicit bias 
• Stereotype: widely held, simplified and often inaccurate image or idea of a particular type of person or thing

These biases can be harmful and are often very prominent in our every day, especially in important areas of life such as in educational and medical institutions. They influence behaviours, decisions and interpersonal interactions, even for those who claim to consciously reject prejudices! 

• Greenwald, A. G., & Krieger, L. H. (2006). Implicit bias: Scientific foundations. California Law Review, 94(4), 945–967.
  
• Staats, C. (2016). Understanding Implicit Bias: What Educators Should Know. American Educator, 39(4), 29–33.
• Those are some resources but I may change them up for the real write up 

Common Misconceptions

1. “Once I am aware of my biases I won’t be influenced by them anymore”
   1. False!
2. “Only bad or prejudiced people have implicit biases
   1. Almost everyone has implicit biases
   2. Book: Blindspot: Hidden Biases of Good People (Banaji & Greenwald, 2013).
      1. Science book that talks about and looks into tons of prior research done into implicit biases and was able to demonstrate that even “good” people, or those who value fairness and equity, also harbour hidden biases. There’s a lot of great real world examples and it discusses scientific evidence behind unconscious biases

Rationale

Implicit bias and stereotyping are particularly relevant in today’s social climate, where awareness around systemic inequality and unconscious prejudice is growing. I find this topic important because it directly affects decision-making in crucial areas like hiring, education, policing, and healthcare. Despite good intentions, people often act on biases they aren’t aware they hold so understanding implicit bias is the first step toward creating more equitable environments. Personally, I’m interested in how implicit bias intersects with technology, such as algorithmic bias in AI systems.

Big Ideas

1. Everyone holds implicit biases that operate unconsciously and can influence how we perceive and interact with others.
2. Becoming aware of implicit bias and stereotypes is essential for making fair, informed, and inclusive decisions.

Assessment Plan

Learners will begin by taking an online Implicit Association Test (IAT) from Project Implicit (Harvard). Afterward, they will complete a short reflection where they analyze their results and describe how the test made them think differently about bias.

A follow-up multiple-choice quiz will assess their understanding of the definitions, effects, and real-world implications of implicit bias and stereotyping. Example questions will ask them to identify biased scenarios and match terms to definitions.

Absolutely — here are all the remaining parts you need to complete your blueprint for the topic “Implicit Bias and Stereotyping.” These are ready to copy-paste or adapt into your final submission.

Learning Outcomes

By the end of this module, learners will be able to:

• Define implicit bias and stereotyping, and explain how they differ.
  
• Identify real-life examples of implicit bias and explain their potential impacts in educational, medical, or social contexts.
  
• Reflect on their own unconscious biases and propose strategies to reduce their influence in daily interactions.

Learning Activities

1. Video Analysis:
   
   • Learners will watch a short video clip of the Blue Eyes/Brown Eyes experiment.
     
   • After viewing, they’ll answer a few guiding questions:
     
     • What emotions did the participants experience?
       
     • How did this exercise simulate real-world bias?
       
     • What connections can you draw between this and your own experiences?
       
   • Responses can be written or shared in a small group discussion (Zoom or online forum).
     
2. Case Study Activity:
   
   • Learners will read a short scenario involving biased decision-making (e.g., in hiring or school discipline).
     
   • In small groups or individually, they will highlight where implicit bias may have influenced the outcome and suggest how it could be addressed more equitably.

Learner Resource List

Academic Sources:

• Greenwald, A. G., & Krieger, L. H. (2006). Implicit bias: Scientific foundations. California Law Review, 94(4), 945–967.
  
• Staats, C. (2016). Understanding Implicit Bias: What Educators Should Know. American Educator, 39(4), 29–33.
  
• Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden Biases of Good People.

Grey Literature / Multimedia:

• Harvard Project Implicit IAT: https://implicit.harvard.edu
  
• Blue Eyes/Brown Eyes experiment video (YouTube or similar)
  
• TED Talk: “The Hidden Influence of Social Networks” (optional supplemental)

Technology Tools:

• Google Docs or Padlet for group reflections
  
• Zoom or Discord for live group discussion
  
• Google Forms or Moodle for quiz delivery

Project Plan