Bias Buster Basics: First Impressions

Instructions: When your teacher presents a word or image, quickly write down the very first two or three words or ideas that come to your mind. Don't overthink it, just go with your gut reaction!

Word/Image: (Your teacher will provide this!)

My First Impressions:

Quick Reflection (Optional):

After sharing with a partner or the class, consider:

• Did your first impressions match others?
• Where do you think these initial ideas come from?
• How might these quick thoughts sometimes influence how we see people or situations?

Bias Buster Basics: Teacher Script

Slide 1: Bias Buster Basics

"Good morning, everyone! Or good afternoon, depending on when you're joining me. Today, we're embarking on an important journey to become 'Bias Busters.' This isn't about blaming or shaming; it's about understanding, identifying, and ultimately, creating a more inclusive and equitable environment for all of us. We'll be talking about something that impacts everyone, whether we realize it or not: bias."

Slide 2: Warm Up: First Impressions

"Let's kick things off with a quick warm-up called 'First Impressions.' I'm going to put up a word or an image on the screen, and I want you to quickly, without overthinking it, jot down the first two or three words or ideas that pop into your head. Just go with your gut. Ready?"

"Here's our first [word/image]. What comes to mind? Take about 30 seconds to write it down on your Bias Buster Basics Warm Up sheet or a piece of paper."

(Allow 30 seconds for students to write.)

"Alright, now, think about why those particular words or images came to mind. Were they positive, negative, or neutral? Did they surprise you? We'll briefly come back to this idea later, but it's a good way to start thinking about how our brains make quick connections."

Slide 3: What is Bias?

"So, what exactly is 'bias'? At its core, bias is a preference or inclination that can sometimes be unfair or prejudicial. It's like having a natural lean towards or against something, someone, or even a whole group of people."

"Think of it like this: your brain is incredibly efficient. It loves shortcuts. Sometimes, these shortcuts are helpful, like knowing not to touch a hot stove again. But other times, these shortcuts can lead to assumptions or judgments about people based on very little information, or even no information at all. These assumptions are what we call biases."

"Can anyone give a very simple, non-controversial example of a preference or inclination they have? Maybe a favorite sports team, or a type of music?" (Allow 1-2 student responses, connecting it to a 'lean' or preference.)

Slide 4: How Does Bias Show Up?

"Bias isn't always obvious. It can show up in a couple of main ways:

• Unconscious Bias: These are the automatic assumptions or stereotypes we have that we're not even aware of. Our brains make these connections without us actively thinking about them. For example, in the past, maybe you've heard that 'all artists are disorganized.' That's a stereotype that can lead to unconscious bias if you meet an artist and immediately assume they'll be messy, even if they're not.
• Explicit Bias: This is when we have conscious attitudes or beliefs that we openly hold. This is often what people think of when they hear 'prejudice' or 'discrimination.'"

"The key takeaway here is that bias can be subtle and unintentional. We all have biases; it's a normal part of how our brains work. The important part is recognizing them and understanding their impact."

"Can anyone think of a time, maybe in a movie or a book, where you saw someone making a quick judgment about another person based on very little information?" (Facilitate a brief discussion.)

Slide 5: Why Does Bias Matter?

"So, why are we even talking about this? Why does bias matter? Well, when biases aren't acknowledged or addressed, especially when they lead to actions or words, they can have significant impacts. Bias can:

• Hurt feelings and create an unwelcoming environment. Imagine walking into a room and feeling like you don't belong because of a comment someone made.
• Lead to unfair treatment or discrimination. This could be anything from someone being overlooked for a role in a group project to more serious issues.
• Limit opportunities for individuals. If someone makes assumptions about a person's abilities based on a bias, that person might not get a fair chance.
• Damage trust within a community. When people feel targeted or unheard, it erodes the bonds that hold us together."

"Ultimately, talking about bias is about fostering respect, ensuring fairness, and actively building an inclusive community where everyone feels valued and safe. It's about making sure everyone has a fair shot."

Slide 6: What is a Bias Incident?

"Now, let's get specific. When does bias become a problem that needs to be addressed? We call it a bias incident.

"A bias incident is defined as an act or expression motivated by bias against an individual or group based on perceived or actual identity characteristics. This includes things like race, ethnicity, religion, gender, sexual orientation, disability, socioeconomic status, and more.

"The key here is that it creates a hostile or unwelcoming environment. It's not just a difference of opinion; it's something that makes someone feel targeted or unsafe because of who they are."

"It could be a hateful remark, an offensive drawing, or even an exclusion based on a stereotype. These are actions, not just thoughts."

Slide 7: Why Report Bias Incidents?

"If you experience or witness a bias incident, why is it important to report it? Some people might think, 'It's just words,' or 'It's not a big deal.' But reporting is incredibly important for several reasons:

• Support: It ensures that those who have been affected by the incident can get the support they need.
• Address Harm: It allows us to directly address the incident and its impact, helping to rectify the situation.
• Education: It provides opportunities for everyone involved to learn and grow, helping to prevent similar incidents in the future.
• Prevent Future Incidents: By reporting, we can work to make our community safer and more inclusive for everyone."

"Think of reporting as an act of care for our community. It helps us hold each other accountable and work towards a better environment."

Slide 8: Reporting a Bias Incident: The 4 W's

"Okay, so we know what bias is and why reporting matters. But how do you report effectively? When you need to report an incident, whether you're directly involved or a witness, it helps to gather some key information. We can remember this with the '4 W's':

1. Who: Who was involved? This includes the target of the bias, the person who made the biased remark or action (the instigator), and any witnesses who saw what happened.
2. What: What exactly happened? Describe the incident clearly and factually. What was said? What was done? Be as specific as possible.
3. When: When did it happen? Provide the date and approximate time.
4. Where: Where did it happen? Be specific about the location.

"And there's a crucial 'plus' one: How did it make you feel? This is your impact statement. Explaining the emotional or personal impact of the incident is really important because it helps others understand the significance of what occurred."

Slide 9: Activity: Scenario Sleuths

"Now, let's put these 'Bias Buster' skills to the test. I'm going to divide you into small groups. Each group will receive some Bias Buster Basics Activity: Scenario Cards."

"Your task is to read through your scenarios and discuss them using what we've just learned. For each scenario, consider:

1. What type of bias might be at play here?
2. What is the impact of this incident on the individuals involved or the community?
3. How would you report this using the '4 W's' framework? Be specific!

"You'll have about 10 minutes for this activity. I'll be circulating to answer questions. Be ready to share some of your insights when we come back together."

(Facilitate group activity. Circulate and check understanding. After 10 minutes, bring the class back together for brief sharing from a few groups.)

Slide 10: Game: Reporting Relay

"Great discussions, everyone! Now, for a bit of a challenge. We're going to play a game called 'Reporting Relay.'"

"The rules are simple: I'll give each team a simplified incident summary. Your team's goal is to quickly, but thoroughly, outline the '4 W's' (Who, What, When, Where, plus the emotional impact) that would go into a bias incident report for that scenario. The quickest and most comprehensive report wins the round. We'll play a couple of rounds."

"This is a test of your teamwork and your ability to apply the reporting framework under a bit of pressure!"

(Distribute Bias Buster Basics Game: Reporting Relay prompts. Facilitate the game, keeping time and adjudicating answers using the Bias Buster Basics Answer Key for Scenario Cards as a guide for key info.)

Slide 11: You Are a Bias Buster!

"Fantastic work today, Bias Busters! Let's quickly recap what we've learned:

• Bias is real, and it impacts people. It's a natural part of human cognition, but when it leads to harmful actions, it needs to be addressed.
• Identifying bias helps us address it. The more aware we are, the better equipped we are to recognize it in ourselves and others.
• Reporting bias is a powerful way to create positive change. It's how we support those affected, educate our community, and prevent future incidents.
• Your voice matters in building a more inclusive community! Each of you has the power to speak up, support others, and report incidents when they occur."

"Thank you for engaging in this important conversation. Are there any final questions or reflections anyone would like to share?"

Bias Buster Basics: Discussion Guide

Introduction: Beyond Definitions

"We've talked about what bias is and how it can show up. Now, let's delve a little deeper into why these concepts are so important in our daily lives and within our school community. What we often hear as 'just a joke' or 'I didn't mean anything by it' can have real, lasting impacts. Let's explore that."

Group Discussion Prompts (for use with Bias Buster Basics Activity: Scenario Cards)

"In your small groups, you'll be working with a Bias Buster Basics Activity: Scenario Cards. As you discuss each scenario, consider the following questions. Be prepared to share your group's insights with the class."

For Each Scenario:

1. Identifying Bias: What type of bias, or biases, might be at play in this situation? Is it explicit, implicit, or something else?

   • Follow-up: What specific words or actions in the scenario lead you to believe bias is present?

2. Impact and Harm: Beyond the immediate incident, what are the potential short-term and long-term impacts of this incident on:

   • The individual(s) targeted?
   • The person(s) who committed the biased act?
   • Any witnesses?
   • The overall school community or classroom environment?
   • Follow-up: How might incidents like this contribute to a less inclusive or safe environment?

3. Bystander Role & Action: If you were a witness to this incident, what are some different ways you could respond? What would be the most effective way to respond, and why?

   • Follow-up: What are the challenges in speaking up or intervening, and how can we overcome them?

4. Reporting Effectiveness: Using the '4 W's' (Who, What, When, Where) and considering the 'How did it make you feel?' aspect, how would you structure a report for this specific incident? Be as detailed as possible.

   • Follow-up: What details are most crucial for ensuring the incident is understood and addressed appropriately?

5. Prevention and Education: What could have been done before this incident occurred to potentially prevent it? What kind of education or awareness might help?

Whole Class Debrief (After group discussions)

"Let's bring it back together. Based on your group discussions, what were some common themes or surprising insights you found?"

• "What was the most challenging part of analyzing the scenarios?"
• "Were there any scenarios that sparked a lot of debate within your group? What made them difficult?"
• "How did thinking about the 'impact' of the incident change your perspective on reporting?"
• "What's one thing you feel more confident about now when it comes to identifying or addressing bias?"
• "How can we, as a school community, work together to prevent these types of incidents from happening more often?"

Bias Buster Basics: Scenario Cards

Instructions: In your groups, read each scenario carefully. For each scenario, discuss the following questions, using the insights from our lesson on bias and incident reporting. Be prepared to share your group's analysis with the class.

Scenario 1: The Group Project

During a science project, Alex, an exchange student from a non-English speaking country, suggests an innovative approach. Another group member, Sarah, quickly dismisses Alex's idea with, "Let's stick to what we know. It'll be easier if we just follow the instructions exactly, and honestly, your English makes it hard to understand what you're even trying to say." The rest of the group quietly agrees and moves on without considering Alex's contribution, even though his idea was sound.

Discussion Questions:

1. Identifying Bias: What type of bias might be at play here? Explain your reasoning.
2. Impact and Harm: What is the potential impact of Sarah's comment and the group's reaction on Alex and the group dynamic?
3. Bystander Role & Action: If you were another group member witnessing this, what could you do or say?
4. Reporting Effectiveness: How would you report this incident using the '4 W's' and considering the emotional impact? What key details would you include?

Scenario 2: The Locker Room Comment

After a tough basketball practice, two teammates, Mark and Ben, are in the locker room. Mark, frustrated, mutters, "We lost because the coach always favors the new players, especially [name of new player]. It's always the same with kids from that neighborhood – they get all the breaks." Ben, who is also from the same neighborhood as the new player, overhears this but pretends not to.

Discussion Questions:

1. Identifying Bias: What type of bias might be at play in Mark's comment? Explain your reasoning.
2. Impact and Harm: What is the potential impact of Mark's comment on the new player, on Ben, and on team cohesion?
3. Bystander Role & Action: If you were another teammate hearing Mark's comment, what could you do or say?
4. Reporting Effectiveness: How would you report this incident using the '4 W's' and considering the emotional impact? What key details would you include?

Scenario 3: The Online Meme

During lunchtime, a group of students is laughing at a meme circulating on social media. The meme targets a student from another school, mocking their appearance and implying they are unintelligent because of their perceived gender identity. While some students just scroll past, others are actively sharing it and adding demeaning comments. Sarah sees it and feels uncomfortable but doesn't say anything.

Discussion Questions:

1. Identifying Bias: What type of bias might be at play in this meme and the students' actions? Explain your reasoning.
2. Impact and Harm: What is the potential impact of this online incident on the targeted student, even if they are from another school, and on the students who are sharing/commenting?
3. Bystander Role & Action: If you were Sarah, or another student witnessing this, what could you do?
4. Reporting Effectiveness: How would you report this incident using the '4 W's' and considering the emotional impact? What are the unique challenges of reporting online bias incidents?

Bias Buster Basics: Reporting Relay

Instructions: Divide into teams! Your teacher will present your team with a brief incident summary. Your goal is to work together to quickly, but thoroughly, identify the 4 W's (Who, What, When, Where) and the emotional Impact for a bias incident report. The team that correctly identifies the most crucial information the fastest wins the round!

Use the space below to jot down your team's report for each round.

Round 1 Incident:

During a school assembly, a student makes a joke about another student's family traditions, causing widespread uncomfortable laughter.

Your Team's Report:

WHO:

WHAT:

WHEN:

WHERE:

IMPACT:

Round 2 Incident:

A student is repeatedly left out of study groups for a subject they excel in, and they overhear comments suggesting it's because of their background.

Your Team's Report:

WHO:

WHAT:

WHEN:

WHERE:

IMPACT:

Round 3 Incident:

Graffiti targeting a specific religious symbol is found drawn on a desk in the library.

Your Team's Report:

WHO:

WHAT:

WHEN:

WHERE:

IMPACT:

Bias Buster Basics: Answer Key

This answer key provides guidance for the Bias Buster Basics Activity: Scenario Cards and the Bias Buster Basics Game: Reporting Relay. Student answers may vary but should capture the core elements outlined below.

Answer Key for Bias Buster Basics Activity: Scenario Cards

Scenario 1: The Group Project

1. Identifying Bias:

   • Potential Bias: Xenophobia/Cultural Bias, Language Bias, Affinity Bias (group gravitating towards familiar ideas). Sarah's comment specifically targets Alex's perceived origin and language ability, leading to the dismissal of his intellectual contribution.
   • Reasoning: Sarah makes an assumption about Alex's capabilities based on his English proficiency and dismisses his idea without proper consideration. The group's quiet agreement shows a lack of challenging the bias.

2. Impact and Harm:

   • On Alex: Feelings of exclusion, devaluation, embarrassment, decreased participation, reduced confidence, potential academic disadvantage. He may feel unwelcome or unheard.
   • On Sarah/Group: Missed opportunity for an innovative idea, perpetuation of an unwelcoming environment, reinforcement of biased behavior, potential damage to group cohesion and trust.
   • On Community: Creates a precedent that non-native English speakers or those from different backgrounds may not be valued.

3. Bystander Role & Action:

   • Possible Actions: Directly challenge Sarah's comment ("Actually, Alex's idea sounds interesting, let's hear him out."), ask Alex to rephrase or elaborate, speak to Sarah privately later, report the incident to the teacher.
   • Effectiveness: Directly challenging in the moment can immediately de-escalate and show support. Reporting allows for a formal intervention and educational opportunity.

4. Reporting Effectiveness (4 W's + Impact):

   • Who: Alex (target), Sarah (instigator), other group members (witnesses/bystanders).
   • What: Sarah dismissed Alex's science project idea, stating his English made it hard to understand and suggesting sticking to familiar methods. The group silently agreed.
   • When: During science class/group project time. (Specific date/time if known).
   • Where: In the classroom, during group work.
   • Impact: Alex felt humiliated and excluded, impacting his ability to contribute and his sense of belonging in the group.

Scenario 2: The Locker Room Comment

1. Identifying Bias:

   • Potential Bias: Stereotyping, Socioeconomic Bias, Neighborhood Bias. Mark makes a sweeping generalization about "kids from that neighborhood" and attributes the coach's actions to favoritism based on this stereotype.
   • Reasoning: Mark is using a negative stereotype associated with a particular neighborhood to explain his frustration, rather than actual performance or coaching decisions. Ben's reaction highlights the personal impact.

2. Impact and Harm:

   • On New Player: Undermines their achievements, creates a hostile environment, fosters resentment, makes them feel like an outsider.
   • On Ben: Causes discomfort, feeling of being generalized or targeted, potential loyalty conflict, silences him.
   • On Team Cohesion: Erodes trust, creates divisions, encourages an 'us vs. them' mentality, makes players feel less valued.
   • On Community: Perpetuates harmful stereotypes about neighborhoods and creates an unsafe space for students from those areas.

3. Bystander Role & Action:

   • Possible Actions: Privately speak to Mark about his comment, challenge the comment directly ("That's not fair, everyone deserves a chance."), support Ben or the new player, report the incident to the coach or a trusted adult.
   • Effectiveness: Addressing it directly, if safe, can make an immediate impact. Reporting ensures the issue is handled appropriately by authority figures.

4. Reporting Effectiveness (4 W's + Impact):

   • Who: New player (target), Mark (instigator), Ben (witness/impacted), other teammates (witnesses).
   • What: Mark stated, "We lost because the coach always favors the new players, especially [name of new player]. It's always the same with kids from that neighborhood – they get all the breaks."
   • When: After basketball practice. (Specific date/time if known).
   • Where: In the locker room.
   • Impact: The new player felt targeted and unfairly judged. Ben felt alienated and uncomfortable, questioning his place on the team.

Scenario 3: The Online Meme

1. Identifying Bias:

   • Potential Bias: Gender Identity Bias, Appearance-Based Bias, Cyberbullying. The meme and comments target the student based on perceived gender identity and appearance, implying a lack of intelligence.
   • Reasoning: The content and sharing are designed to demean and mock an individual based on personal characteristics, creating a hostile environment.

2. Impact and Harm:

   • On Targeted Student: Severe emotional distress, damage to self-esteem, feeling of being publicly ridiculed, potential fear or anxiety, negative impact on mental health.
   • On Sharing Students: Normalizes and perpetuates harmful behavior, reduces empathy, can lead to disciplinary action, desensitizes them to the impact of their actions.
   • On Community: Creates a toxic online environment, fosters a culture of bullying, makes students feel unsafe online.

3. Bystander Role & Action:

   • Possible Actions: Do not share or comment on the meme, report the meme to the social media platform, speak to the students sharing it privately about the harm it causes, report to a trusted adult/school administration, offer support to the targeted student if known.
   • Effectiveness: Reporting to the platform and school authorities is crucial for online incidents. Direct intervention, if safe, can raise awareness among peers.

4. Reporting Effectiveness (4 W's + Impact):

   • Who: Targeted student (from another school), students sharing/commenting (instigators), Sarah and others (witnesses).
   • What: A meme mocking a student's appearance and perceived gender identity, implying unintelligence, was shared and commented on by students during lunchtime on social media.
   • When: During lunchtime. (Specific date/time if known).
   • Where: School cafeteria/online social media platforms.
   • Impact: The targeted student likely felt deeply humiliated and hurt. Sarah felt uncomfortable, highlighting the negative atmosphere created.

Answer Key for Bias Buster Basics Game: Reporting Relay

Round 1 Incident: During a school assembly, a student makes a joke about another student's family traditions, causing widespread uncomfortable laughter.

• WHO: Student who made the joke (instigator), student whose traditions were mocked (target), audience members (witnesses).
• WHAT: A joke was made during assembly, mocking a student's family traditions, leading to uncomfortable laughter.
• WHEN: During the school assembly. (Specific date/time if known).
• WHERE: School auditorium/gym during assembly.
• IMPACT: The targeted student felt hurt and disrespected. Others felt uncomfortable, and the overall atmosphere of the assembly became less inclusive.

Round 2 Incident: A student is repeatedly left out of study groups for a subject they excel in, and they overhear comments suggesting it's because of their background.

• WHO: Student being excluded (target), students excluding (instigators), other classmates (potential witnesses).
• WHAT: A student has been repeatedly excluded from study groups, with overheard comments indicating their background as the reason, despite their strong academic performance.
• WHEN: Over a period of time, specifically during times when study groups are formed. (Specific date range/times if known).
• WHERE: Classroom, library, or common study areas.
• IMPACT: The excluded student felt hurt, unfairly treated, and marginalized, potentially impacting their academic motivation and sense of belonging.

Round 3 Incident: Graffiti targeting a specific religious symbol is found drawn on a desk in the library.

• WHO: Unidentified individual(s) who drew the graffiti (instigator), students/staff of that religious background (targets of the message), library staff/students (witnesses).
• WHAT: Graffiti depicting a specific religious symbol in a derogatory manner was found drawn on a library desk.
• WHEN: Discovered on [Date], sometime between [time found] and [last known clear time].
• WHERE: On a desk in the school library.
• IMPACT: Created a hostile and unwelcoming environment for students and staff of that religious background, causing feelings of fear, anger, and disrespect. Disrupted the sense of safety within the school community.