Understanding Bias on an Emotional, Experiential Level

Understanding intolerance on an abstract, philosophical level is important, especially when debating the impact on society. However, understanding bias emotionally through experience connects us interpersonally so that we can engage others insightfully on such topics as diversity, intolerance, and fairness.

When we communicate with others, we also anticipate a response that suits the occasion. An “occasion” is a moment in your life, associated with a place, a person, and a time. It is one thing to discuss bias with a friend on a Tuesday in the cafeteria; it is another to do so with an adversary at a conference on Martin Luther King Day.

The following exercise focuses on occasions. Chances are, no matter what your racial or ethnic background, you have experienced the same interpersonal phenomenon at one time or other. Simply recall and write in your journal about:

1. An event or situation about which you felt great enthusiasm and the urge to share that enthusiasm with a significant person, group or authority figure.

2. The sharing of that enthusiasm with that person, group or figure, anticipating support or approval.

3. The feeling you experienced upon receiving an opposite message—criticism or rejection—from that person, group or figure.

4. In a phrase or two, explain how the response made you feel.

Click here to read student responses.

*   *   *   *

Journal Exercise on Diversity: A Personal/Community Assessment

Instructions:

1. In a personal journal, list the highs, lows and turning points concerning race, gender, and social class in your:

• Life
• Family
• Work Place
• Community

2. Analyze your list by addressing the following:

I. Individual Assessment. Ask Yourself Honestly:

• What epiphanies, truths, or lessons did you learn from each high, low, and turning point?
• What falsehoods, if any, were associated with each?
• How do incidents, truths, lessons, and falsehoods relate to acceptance (or lack thereof) within your life, family, work, town, country, world?
• How have they enhanced or biased your conscience?
• How have they enhanced or biased your consciousness?
• How can you apply lessons based on truth in your life?
   
II.Community Assessment. Contemplate the following:
 
• When introducing truths about race, gender, social class and/or other such societal concerns, do you present your best or your ordinary self to others? For example, how do you introduce such material into your lesson plans if you are a teacher, into class discussions if you are a student, or into daily interaction with others if you are a staff or business person?
• Are you avoiding discussion of sensitive or potentially controversial issues and if so, why? Peer pressure? Fear of mistakes? Anger? Approval-seeking? What can educators, colleagues and administrators, and/or coworkers and supervisors do to make you feel more comfortable engaging in discussions about race, gender, or social class?

3.  Based on your truths and analyses, write a journal summary that does not violate your own or someone else’s privacy, explaining what this exercise has brought to light or mind and how you will use that knowledge at home and at work.