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© SBS 2018 ISBN: 978-1-76061-214-6

A STUDY GUIDE BY FIONA HALL

MODULE 4

UNCONSCIOUS BIAS

CONTENT HYPERLINKS

2 SYNOPSIS

3 LEARNING OUTCOMES AND BENEFITS FOR SCHOOLS

3 CONCEPTS COVERED IN THIS STUDY GUIDE

3 ACCOMPANYING VIDEOS

4 CURRICULUM LINKS RELATED TO ‘UNCONSCIOUS BIAS’

6 PREPARATORY ACTIVITY

6 LEARNING ACTIVITIES FOR THE UNCONSCIOUS BIAS MODULE:

6 ConfirmationBias

7 Focuson‘unconsciousbias’

7 Focuson‘ProjectImplicitandtheIAT’

8 ‘ChallengeyourShortcuts’

9 Focuson‘recruitmentbias’

10 Focuson‘biasandinclusion’

11 Focuson‘biasandgenderroles’

12 Focuson‘groupthink’

12 Focuson‘managing

unconsciousbias’

14 Focuson‘stereotypesandgeneralisations’

14 Focuson‘prejudice,stereotypesanddiscrimination’:

15 UnconsciousBiasQuiz

15 Focuson‘waystoreduceprejudice’

17 SUGGESTED ASSESSMENT TASKS FOR THE UNCONSCIOUS BIAS MODULE

19 REFERENCES

SYNOPSISThe Cultural Competence Program (CCP) and The Cultural Atlas

TheCulturalCompetenceProgram(CCP)isanonlinetrainingcourseaimedatbuildingcapabilityaroundculturaldiversityintheworkplace.Itfeaturesengagingmultimedialearningmodulesandawealthofresources.

TheCCPbuildscapabilityaroundculturaldiversity.IthelpsAustralianorganisationsnavigateandmaximisethebenefitsofculturaldiversityintheworkplace.TheCCPforindividualsisavailableasanappfortabletsandmobiledevices.Theprogrambuildscapabilityaroundculturaldiversity,andparticipantswillgainpracticalskillsandculturalspecificknowledgeforusebothatworkandineverydaylife.

Topics covered include:• DiversityWorks–thebusinesscaseforinvestingin

diversity• CulturalDifferencesandSimilarities• CoreInclusionSkills• UnconsciousBias• Cross-CulturalCommunication(twomodules)• CulturalAdaptation• AustraliabytheNumbers

TheCCPprovidesasolidfoundationinunderstandingwhatculture,diversity,inclusionandculturalcompetencemean.Whileitisprimarilyaimedatbuildingcapabil-ityaroundculturaldiversityintheworkplace,secondaryschoolstudentswillbenefitfromundertakingthecourseintermsofincreasingtheirownunderstandingofculturaldiversityinAustralia.

TheCCPexplorestopicsincludingcross-culturalcommu-nication,addressingstereotypes,unconsciousbias,diver-sityandthebenefitsofmulticulturalismintheworkplace.Thereareoversixtyanimationsandfilms,includingrealpeopletellingrealstories.Alsoincludedarefun,interactiveactivities,plusoptionsforfurtherreading.

WorkingalongsidetheCCP,theCulturalAtlasisasup-plementaryresourcedesignedtoinformandeducateinrelationtocross-culturalattitudes,practices,norms,behavioursandcommunications.

The Cultural Atlas is a large-scale online resource providing information about a range of cultures in Australia including:• CoreConcepts–culturalvalues• Etiquette,Do’sandDoNot’s• GreetingsandCommunication• Religion• DemographicStatistics• BusinessCulture

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LEARNING OUTCOMES AND BENEFITS FOR SCHOOLSThe Cultural Competence Program (CCP) and The Cultural Atlas

Thereareeightmodules(andonesummarymodule)withintheCCP.Theactivitiesintheseguidesaretailoredtoworkwitheachspecificmodule.Teachersmayworkthroughthemodulesinsequentialorder,orchoosetoworkwithmodulesthatbestsuittheircurriculumneeds.

TheAustralianNationalCurriculumhasbeenusedasaguideforthebasisoftheseactivities.Teachersareadvisedtoselectandadapttheactivitiestosuitthestudentageandstageoftheirclass,andthecurriculumfociandoutcomesusedinspecificschools.Theactivitiesarealsosuitableforuseinpastoralcareandstudentwellbeingprograms.

TheCCPandCulturalAtlascanbeusedinrelationtothefollowingsubjectareasoftheAustralianNationalCurriculum:

- Years7–10CivicsandCitizenship - Years7–10English

- Years7–10HealthandPhysicalEducation - Years7–10MediaArts - Year10History

Inaddition,theCCPandCulturalAtlasrelatetothefol-lowingGeneralCapabilitieswithintheAustralianNationalCurriculum:

• PersonalityandSocialCapability• EthicalUnderstanding• InterculturalUnderstanding

ThesevenstudyguidesassociatedwiththeCCPandCulturalAtlasare:

• DIVERSITY WORKS• CULTURAL DIFFERENCES AND SIMILARITIES • CORE INCLUSION SKILLS • UNCONSCIOUS BIAS • CROSS-CULTURAL COMMUNICATION • CULTURAL ADAPTATION • AUSTRALIA BY THE NUMBERS

CONCEPTS COVERED IN THIS STUDY GUIDE• Typesofbias• Effectonrecruitmentandcareer• Groupthink• Stereotypes• Managingunconsciousbias

UponcompletionoftheUnconsciousBias moduleandre-latedactivitiesinthisstudyguide,studentswillbeableto:

• Recogniseanddescribedifferenttypesofbiases.• Recogniseandgiveexamplesofworkplacepractices

affectednegativelybyunconsciousbias.• Explorehowdecision-makingisaffectedbyuncon-

sciousbiases,inandoutsideoftheworkplace.• Recognisethatyouhaveunconsciousbiasanditaf-

fectsyourdecision-making.• Recognisethedistinctionbetweenstereotypesand

generalisations.

ACCOMPANYING VIDEOSThefollowingvideosaccompanythisstudyguide,andcanbeaccessedat <https://theeducationshop.com.au/cultural-competence-program/>

- Unconscious Bias–Whatareunconsciousbiases,whydotheyexist,andhowcantheyaffectdecision-making.Thisvideoalsolooksatteststomeasureaperson’sassociations(whichmaybeinfluencedbyunconsciousbias).

- Recruitment Bias–Alookathowunconsciousbiascaninfluencethedifferentstagesoftherecruitmentprocess.Theresultsofsomestatisticalstudiesareusedtohighlightreal-worldexamples.

- Bias and Inclusion–Thisvideoexplainswhyunconsciousbiasistheenemyofdiversityandinclusion,withafocusonhowitcanaffectthecultureandperformanceofanorganisationorindustry.

- Groupthink –Anexplanationofanextremephenomenonthatcanreducethediversityofthoughtwithinagroupofpeople.

- Managing Unconscious Bias –Sixstepsthatyoucantaketoreducetheimpactofunconsciousbias.Thisvideoalsoincludesanexplanationofthedifferenttypesof‘micro-messaging’.

- Stereotypes and Generalisations –Thisvideodefines‘generalising’and‘stereotyping’,andexplainsthekeydifferences.Theimpactsofstereotypingarealsohighlighted.

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CURRICULUM LINKS RELATED TO ‘UNCONSCIOUS BIAS’

Civics and Citizenship

YEAR 7Citizenship, diversity and identity• HowAustraliaisasecularnationandamulti-faithsoci-

etywithaChristianheritage(ACHCK051–Scootle)• Howvalues,includingfreedom,respect,inclusion,

civility,responsibility,compassion,equalityanda‘fairgo’,canpromotecohesionwithinAustraliansociety(ACHCK052–Scootle)

• Howgroups,suchasreligiousandculturalgroups,ex-presstheirparticularidentities;andhowthisinfluencestheirperceptionsofothersandviceversa(ACHCK053–Scootle)

YEAR 9Citizenship, diversity and identity• Theinfluenceofarangeofmedia,includingsocial

media,inshapingidentitiesandattitudestodiversity(ACHCK080–Scootle)

• HowideasaboutandexperiencesofAustralianidentityareinfluencedbyglobalconnectednessandmobility(ACHCK081–Scootle)

YEAR 10Civics and Citizenship Knowledge and Understanding• Thechallengestoandwaysofsustainingaresilientde-

mocracyandcohesivesociety(ACHCK094–Scootle)

English

YEAR 7Language: Language variation and change• Understandthewaylanguageevolvestoreflecta

changingworld,particularlyinresponsetotheuseofnewtechnologyforpresentingtextsandcommunicat-ing(ACELA1528–Scootle)

Language: Language for interaction• Understandhowaccents,stylesofspeechandidioms

expressandcreatepersonalandsocialidentities(ACELA1529–Scootle)

Literature: Literature and context• Identifyandexploreideasandviewpointsaboutevents,

issuesandcharactersrepresentedintextsdrawnfromdifferenthistorical,socialandculturalcontexts(ACELT1619–Scootle)

Literature: Responding to literature• Reflectonideasandopinionsaboutcharacters,set-

tingsandeventsinliterarytexts,identifyingareasofagreementanddifferencewithothersandjustifyingapointofview(ACELT1620–Scootle)

Literacy: Interpreting, analysing and evaluating• Analyseandexplainthewaystextstructuresandlan-

guagefeaturesshapemeaningandvaryaccordingtoaudienceandpurpose(ACELY1721–Scootle)

• Usecomprehensionstrategiestointerpret,analyseandsynthesiseideasandinformation,critiquingideasandissuesfromavarietyoftextualsources(ACELY1723–Scootle)

Literacy: Creating texts• Plan,draftandpublishimaginative,informativeand

persuasivetexts,selectingaspectsofsubjectmatterandparticularlanguage,visual,andaudiofeaturestoconveyinformationandideas(ACELY1725–Scootle)

YEAR 8Language: Language for interaction• Understandhowconventionsofspeechadoptedby

communitiesinfluencetheidentitiesofpeopleinthosecommunities(ACELA1541–Scootle)

Literature: Literature and context• Explorethewaysthatideasandviewpointsinliterary

textsdrawnfromdifferenthistorical,socialandculturalcontextsmayreflectorchallengethevaluesofindi-vidualsandgroups(ACELT1626–Scootle)

Literature: Responding to literature• Understandandexplainhowcombinationsofwords

andimagesintextsareusedtorepresentparticulargroupsinsociety,andhowtextspositionreadersinrelationtothosegroups(ACELT1628–Scootle)

• Recogniseandexplaindifferingviewpointsabouttheworld,cultures,individualpeopleandconcernsrepre-sentedintexts(ACELT1807–Scootle)

Literacy: Interacting with others• Plan,rehearseanddeliverpresentations,selecting

andsequencingappropriatecontent,includingmul-timodalelements,toreflectadiversityofviewpoints(ACELY1731–Scootle)

Literacy: Creating texts• Createimaginative,informativeandpersuasivetexts

thatraiseissues,reporteventsandadvanceopinions,usingdeliberatelanguageandtextualchoices,andincludingdigitalelementsasappropriate(ACELY1736–Scootle)

YEAR 9Language: Language for interaction• Understandthatrolesandrelationshipsaredeveloped

andchallengedthroughlanguageandinterpersonalskills(ACELA1551–Scootle)

Literature: Literature and context• Interpretandcomparehowrepresentationsofpeople

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andcultureinliterarytextsaredrawnfromdifferenthistorical,socialandculturalcontexts(ACELT1633–Scootle)

Literacy: Texts in Context• Analysehowtheconstructionandinterpretationof

texts,includingmediatexts,canbeinfluencedbyculturalperspectivesandothertexts(ACELY1739–Scootle)

Literacy: Interpreting, analysing and evaluating• Interpret,analyseandevaluatehowdifferentperspec-

tivesofissue,event,situation,individualsorgroupsareconstructedtoservespecificpurposesintexts(ACELY1742–Scootle)

Literacy: Creating texts• Createimaginative,informativeandpersuasivetexts

thatpresentapointofviewandadvanceorillustratearguments,includingtextsthatintegratevisual,printand/oraudiofeatures(ACELY1746–Scootle)

YEAR 10Language: Language for interaction• Understandhowlanguageusecanhaveinclusiveand

exclusivesocialeffects,andcanempowerordisem-powerpeople(ACELA1564–Scootle)

Literature: Literature and context• Compareandevaluatearangeofrepresentationsof

individualsandgroupsindifferenthistorical,socialandculturalcontexts(ACELT1639–Scootle)

Literature: Responding to literature• Reflecton,extend,endorseorrefuteothers’inter-

pretationsofandresponsestoliterature(ACELT1640–Scootle)

• Evaluatethesocial,moralandethicalpositionsrepre-sentedintexts(ACELT1812–Scootle)

Literature: Creating literature• Createliterarytextsthatreflectanemergingsenseof

personalstyleandevaluatetheeffectivenessofthesetexts(ACELT1814–Scootle)

• Createimaginativetextsthatmakerelevantthe-maticandintertextualconnectionswithothertexts(ACELT1644–Scootle)

Literacy: Interpreting, analysing and evaluating• Identifyandanalyseimplicitorexplicitvalues,beliefs

andassumptionsintextsandhowtheseareinflu-encedbypurposesandlikelyaudiences(ACELY1752–Scootle)

• Usecomprehensionstrategiestocompareandcon-trastinformationwithinandbetweentexts,identifyingandanalysingembeddedperspectives,andevaluatingsupportingevidence(ACELY1754–Scootle)

Literacy: Creating texts• Createsustainedtexts,includingtextsthatcombine

specificdigitalormediacontent,forimaginative,informative,orpersuasivepurposesthatreflectuponchallengingandcomplexissues(ACELY1756–Scootle)

Health and Physical Education

YEARS 9 AND 10Personal, Social and Community Health• Evaluatefactorsthatshapeidentitiesandcritically

analysehowindividualsimpacttheidentitiesofothers(ACPPS089–Scootle)

• Investigatehowempathyandethicaldecisionmak-ingcontributetorespectfulrelationships(ACPPS093–Scootle)

• Plan,implementandcritiquestrategiestoenhancehealth,safetyandwellbeingoftheircommunities(ACPPS096–Scootle)

• Planandevaluatenewandcreativeinterventionsthatpromotetheirownandothers’connectiontocom-munityandnaturalandbuiltenvironments(ACPPS097–Scootle)

• Critiquebehavioursandcontextualfactorsthatinflu-encehealthandwellbeingofdiversecommunities(ACPPS098–Scootle)

Media Arts

YEARS 7 AND 8• Experimentwiththeorganisationofideastostruc-

turestoriesthroughmediaconventionsandgenrestocreatepointsofviewinimages,soundsandtext(ACAMAM066–Scootle)

• Developmediarepresentationstoshowfamiliarorsharedsocialandculturalvaluesandbeliefs,includingthoseofAboriginalandTorresStraitIslanderPeoples(ACAMAM067–Scootle)

• Developandrefinemediaproductionskillstoshapethetechnicalandsymbolicelementsofimages,soundsandtextforaspecificpurposeandmeaning(ACAMAM068–Scootle)

• Plan,structureanddesignmediaartworksthatengageaudiences(ACAMAM069–Scootle)

• Presentmediaartworksfordifferentcommunityandinstitutionalcontextswithconsiderationofethicalandregulatoryissues(ACAMAM070–Scootle)

YEARS 9 AND 10• Produceanddistributemediaartworksforarangeof

communityandinstitutionalcontextsandconsidersocial,ethicalandregulatoryissues(ACAMAM077–Scootle)

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Teachers are advised to conduct the following preparatory activity before engaging with the CCP and the Cultural Atlas.

Talkingaboutculturaldiversity,bias,discrimination,theimportanceofinclusivityandrelatedideasrequiresmaturityandunderstandingofothers.WhiletheCCPandactivitiescontainedinthisstudyguideclearlyaimtoincreasestudents’awarenessoftheimportanceofinclusioninaculturallydiversesociety,certaindiscussionsmaycauseexistingbiasesandstereotypestosurface.Withthisinmind,itisextremelyimportanttospendtimecreatingasafeandinclusiveclassroomenvironment.Suggestedactivitytohelpestablishthis:

ACTIVITY

Establishing Class Ground RulesTheaimistoestablishaclassroomenvironmentthatencouragesopenness,positivebehaviourandexpectedstandardsofinteractionwithotherclassmembers.TeachersaretoleadadiscussionthatinvitesstudentstodevelopaseriesofClassGroundRules.Ideastoinclude:

1. Respect Others: Youmayhearideasandopinionsthatmaydifferfromyourown.Tryandtakeinnewinformationwithoutjudgementandkeepanopenmind.Bemind-fulofyourwordsandbodylanguageandensurethesereflectarespectfulattitude.Learnbylisteningtoothers.

2. Own Your Own Values: Speakpersonally(e.g.‘Ifeel…’or‘Inmyexperience…’).Avoidovertlynegative,accu-satoryorgeneralisedstatementswheninteractingwithothersinyourclass.Ifyoudisagreewithaclassmember,remembertochallengetheiropinionnottheperson.

3. Be Open and Honest: Allstudentshavetherightto

askquestionswithoutfearofjudgement.Itisimpor-tantthateveryonebegiventheopportunitytolearnasmuchaspossible.Ifyouarenotconfidentinaskingaquestioninfrontoftheclass,makesureyouapproachyourteacherpersonally.

4. Respect and Confidentiality: Everythingsaidintheclassroomstaysintheclassroom.Whensharingper-sonalanecdotes,avoidusingrealnamesandcarefullyconsiderwhatpersonalinformationyouchosetosharewiththeclass.

5. Share ‘Air Time’: Everystudentisencouragedtoexpresstheirideasandopinions.Allowotherstoshareanddon’tmonopolisediscussion.Youarenotobligat-edtospeak;itisfinetosay‘pass’.

OncetheclasshasestablishedtheirGroundRulestogether,teachersshouldformalisetheseanddisplay/makecopiesavailabletoallstudents.ThesecanbereferredtoduringyourengagementwiththeCCPandtheCulturalAtlas.

ACTIVITY

Confirmation BiasConfirmation bias is one of many biases we have. As a class, undertake the following ‘Confirmation Bias’ activity.

Teachers should familiarise themselves with this activity prior to running it with the class.

1. Present a sequence of 3 numbers to students and inform them that the numbers in the sequence all obey a particular rule which you would like students to guess.

2. Present the following number sequence: 2, 4, 8.3. Working individually (in silence), students are to

guess the rule and then write down 2 new sequences that they think illustrates this rule.

4. Ask the class for volunteers to share their answers. After a short discussion, teachers are to reveal the solution: each number must be larger than the one before it. Therefore, 5, 10, 20 satisfies the rule, as

LEARNING ACTIVITIES FOR THE UNCONSCIOUS BIAS MODULE:

does 1, 2, 3 and so on. Most people start off with the incorrect assump-tion that they’re being asked to solve a tricky problem, and so they come up with a theory such as “Each number is double the previous number” and then start to test if they are right (i.e. confirmation bias).

Teachers should clearly explain the simplicity of the rule and the way that confirmation bias impacts a per-son’s problem solving and decision-making processes. Following the activity, the class should discuss the fol-lowing questions:

• How does that activity reveal the ways confirmation bias impact our problem solving and decision-mak-ing processes? Were there vastly different answers within the class when solving the problem?

• Share any direct experience you have had with con-firmation bias in your own life.

• Why do you think confirmation bias exists and how can it be problematic in relation to cultural competence?

PREPARATORY ACTIVITY

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ACTIVITY

Focus on ‘unconscious bias’As a class, view the ‘Unconscious Bias’ clip and answer the following questions:

1. Theclipbeginswiththefollowingquote:‘Theeyeseeswhatthemindispreparedtocomprehend.’Discusswhatyouthinkthisquotemeans,withspecificrefer-encetotheconceptofunconsciousbias.

2. HowmanydifferenttypesofcognitivebiasarelistedonWikipedia?Doesthisnumbersurpriseyou?

3. Howdocognitivebiaseshelpustofilterandmakesenseofthevastrangeofinformationweencounterandprocesseachday?Howdoyouthinkthisises-sentialtooursurvival?

4. Whatare‘heuristics’andhowdotheyhelpusformjudgementsandmakedecisionsinatimelymanner?Howcantheyalsoleadtobaddecision-making?

5. Howcanunconsciousbiasrelatetomakingassump-tionsaboutpeoplefromothercultures,andleadtobad

decision-makingandunintendedimpacts?6. WehearabouttheImplicitAssociationTest(IAT).Asa

class,visitthesitelistedbelowandlookattherangeoforiginalIATs.Ifpossible,studentsareencouragedtoindividuallytakeoneofthesetests.Pleasenote:teststakeapproximatelytwentytothirtyminutesandstudentsshouldensuretheycarefullyreadtheexplana-tionoftheirresults.TeachersshouldbeselectivewhenassigningIATstostudents,ensuringtheyareage-andcontext-appropriateforeachstudent.Studentsareen-couragedtoshareanddiscusstheirresultsandoverallexperienceofundertakingthetestasaclass.SitetovisitforIATs:<https://implicit.harvard.edu/im-plicit/takeatest.html>

ACTIVITY

Focus on ‘Project Implicit and the IAT’The ‘Unconscious Bias’ clip refers to the work by Greenwald, Banaji and Nosek in relation to unconscious bias and their development of the Implicit Association Test (IAT). The IAT measures attitudes and beliefs that people may be unwilling or unable to report. The IAT is part of Project Implicit, which focuses on implicit so-cial cognition (i.e. unconscious thoughts and feelings). Project Implicit aims to educate the public about hidden biases and provide people with an understanding of the difference between a) knowing your attitudes, being unwilling and thus hiding them from someone and b) not realising your attitudes and unknowingly hiding them from yourself.

Working in pairs, students are to undertake research into both Project Implicit and the IAT. Research may be

presented in any of the following formats: Google Slides, PowerPoint, Prezi, or similar. Areas to research:

• What are the aims of Project Implicit? Where and when did it originate and how does it function?

• Explain how the IATs work and what concepts they cover in their testing. Include a sample run-through of selected questions by way of illustration.

• What societal and cultural factors do you think con-tribute to hidden biases?

• Why do you think it’s helpful for people to under-stand, acknowledge and reflect upon their own un-conscious biases? What can be some of the negative impacts of unconscious biases?

• How do you think Project Implicit and the IATs help build cultural competence?

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Exercise 4

Match the colours of the words with the names of the colours.

• YELLOW• RED• BLUE• BROWN• GREEN

ACTIVITY

‘Challenge your Shortcuts’Our brain uses shortcuts all the time. This activity shows how we struggle to associate conflicting messages that challenge those shortcuts.

Instructions

Thisactivityasksyoutomatchcolourswiththenamesofcolours.Itisasimpleandquicktestofsomeofourverybasicassociations:colours.Teachersaretoprojecttheexercisestotheclass,selectingastudentvolunteertoundertakethetest.Participantsareurgedtoanswerasquicklyastheycan.(Pleasenotethatinordertosuccessfullycompletethisactivity,partici-pantsneedtobeabletovisuallyidentifythefollowingcolours:red,blue,green,yellow,brown.)

Exercise 1

Match the colours of the words with the names of the colours.

• YELLOW• BLUE• GREEN• RED• BROWN

Exercise 2

Match the colours of the words with the names of the colours.

• SUNSHINE• GRASS• BLOOD• SKY• DIRT

Exercise 3

Match the colours of the words with the names of the colours.

• BLOOD• DIRT• GRASS• SUNSHINE• SKY

Following completion of the activity, discuss the process and the results. Reflect on the following:

• Did you think the activity was simple?• Was there a point where the task became more dif-

ficult? Why was this the case?• Unfortunately, we are often unaware how these

associations impact our behaviour and attitudes

towards other people. Our shortcuts do not always help us and in many cases we are not even aware of it. Try think about situations at school or in your daily life where your shortcuts may prevent you from fairly judging individuals. Do you often let stereotypes and assumptions take over?

• How can you slow down your thinking process to avoid letting your shortcuts rule your decisions?

The activity shows us how tricky it is to match contradicting information, such as when the word “sky” is red, or the word “red” is blue. It seems that automatic associations are hard to contradict.

• Blue• Brown• Green• Red• Yellow

• Green• Yellow• Brown• Red• Blue

• Red• Brown• Blue• Yellow• Green

• Yellow• Red• Green• Blue• Brown

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ACTIVITY

Focus on ‘recruitment bias’As a class, view the ‘Recruitment Bias’ clip and answer the following questions

1. Whatarethedifferentexamplestheclipreferstoinrelationtothehumantendencytofavouronegrouptothedetrimentofanother(e.g.relatingtofactorssuchasgender,height,etc.)?Canyouthinkofatimewhereyouhaveformedadecisionaboutsomeonebasedonasimilarexampleofunconsciousbias?Shareanddiscussasaclass.

2. Howcanunconsciousbias,aspertheexamplesdis-cussedinthisclip,havesignificantimpactonrecruit-mentpracticeandculturalcompetence?

3. Whatarethedefiningfeaturesofpeoplewetendtofavour?Andhowdoesthisworkinreverseintermsofthoseweexclude?

4. Thecliptalksaboutthepotentiallydisastrousand

far-reachingconsequencesofunconsciousbiasontheentirerecruitmentprocess.Usingideasgainedfromthismoduleandyourownresearch,writeascenariothatshowsanexampleofthis.Includethefollow-ingstagesofrecruitmentandensureyouexplaintheimpactofunconsciousbiasateachstage:• JOB ADVERTISEMENT• SHORTLISTING PROCESS• INTERVIEW PROCESS

5. ExplaintheresearchandfindingsofMarianneBertrandandSendhhilMullainathaninrelationtocultural/racerecruitmentbias.

6. ExplaintheresearchandfindingsofCorinneMoss-Racusininrelationtogenderrecruitmentbias.

It is clear from this clip that unconscious bias can adversely impact the recruitment process. Working in pairs, design your own experiment that could test for the presence and impact of unconscious bias on the recruitment process. You can base your idea on the research referred to in this clip or focus on other areas of unconscious bias. Use the follow-ing steps of psychological research when formulating your experiment:

• Identifytheresearchtopic(specifythetypeofuncon-sciousbiasyouwillbeinvestigatinginthisexperiment).

• Formulateyourhypothesis(youreducatedguessaboutwhatthefindingswillbe).

• Selectyourresearchmethodandspecifythetypeoforganisation(s)youwouldbefocusingon,thenumberofpeopleinyourstudy,andthestepsinvolvedincarry-ingoutyourresearch.

Givengroupsareunabletocarryouttheiractualexperiment,groupsshouldshareanddiscusstheirexperimentaldesign,andspeculateastowhetherthestudywouldsupportyourhypothesisinrelationtotheexpectedimpactofunconsciousbiasontherecruitmentprocess.

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Potential Impact of Unconscious Bias

Area of Employment

Assigning Tasks

Providing people with training opportunities

Listening to people’s ideas

Mentoring

Promotions

ACTIVITY

Focus on ‘bias and inclusion’Asaclass,viewthe‘BiasandInclusion’clipandanswerthefollowingquestions:

1. Welearnthatunconsciousbiascanhaveahighlydetrimentalimpactoninclusion.Evenifthechallengeofre-cruitmentbiashasbeenovercome,unconsciousbiascancontinuetohaveanimpactinallareasofem-ployment.Asaclass,brainstormthewaysthepotentialimpactuncon-sciousbiascouldhaveonthefol-lowingareasofemploymentshownontheright:

2. TheclipdiscussestheexperienceofLizDolan,formerdirectorofQuiksilver,whoresignedfromtheboardinJune2015dueto,whatshedescribesas,averyclearcaseofunconsciousbias.ReadthefollowingaccountfromLizDolanofherexperience,<http://fortune.com/2015/06/15/liz-dolan-quiksilver-board/>andwriteareflectionthatcoversthefollowingareas:• HowlonghadLizworkedat

Quiksilver?• Whatwasherexperiencein

thelead-uptoherdecisiontoresign?

• Howdoesshefeelthatuncon-sciousbias(andspecificallygenderbias)playedaroleinhertreatment?

3. Theclipdescribesthe‘insidiousimpacts’ofunconsciousbiasinrelationtothereductionindiversityofthought.Explainhowthisoc-curswithreferencetohomogenousversusheterogeneousgroups.Whydoyouthinkalackofdiversitywithinanorganisationcanleadtonegativeoutcomesinrelationtocreativityandinnovation?

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Following completion of the test, discuss the process and the results as a class. Reflect on the following:

• Whatwereparticipants’resultsontheGender-CareerIAT?Wereanyparticipantssurprisedbytheirresults?

• Howcanbiasedshortcutsimpactthetreatmentofmalesandfemalesintheworkplace?Doyouthinkthisextendstoschool?Haveyouhaddirectexperiencewiththis?

• Thinkaboutthegendermake-upofyourschoolinrelationtoteachingstaff.Doyouthinkthatgenderbiasexistsinyourschoolinanyway?

• Everythinganindividualisexposedtoandexperiencesonadailybasiscontributestoformingunconsciousbi-ases.Itiscrucialthatwedon’tletour‘gutfeeling’takeoverwhenimportantdecisionsaremade,especiallyintheworkplaceorschoolenvironment.Canyouthinkofothershortcutsandassociationsyouhaveofpeoplethatimpactyourbehaviourtowardsthem?

• Readthefollowingarticleaboutgenderbias:<http://the-conversation.com/most-people-think-man-when-they-think-scientist-how-can-we-kill-the-stereotype-42393/>

• Whydoyouthinkyoungchildrenareforminggender-basedsciencestereotypes?

• Canyouthinkofothergender-basedstereotypesthatexistinrelationtoprofessions?

• Whataresomeofthepotentialimpactsofthesestereotypes?

• Whatarethewaysthatthearticleproposeswecanhelpreducesuchthinking?

• ReadthefollowingarticleaboutTokyoMedicalUniversity’sallegedmanipulationofentranceexamre-sultstolimitthenumberoffemalestudentsandensuremoremenbecamedoctors:<https://www.theguardian.com/world/2018/aug/08/tokyo-medical-school-admits-changing-results-to-exclude-women/>

• Describehowtheuniversitywasengaginginthisfraudu-lentpracticeandthepossiblereasonsbehindthis.

• ManagingDirectoroftheuniversityTetsuoYukiokaacknowledgedthatsomepeoplebelievedwomenwerenotallowedtobecomesurgeons.HowdoyouthinkthismightrelatetoengrainedgenderrolesinJapanesesociety?Provideevidencefromthearticletosupportyouranswer.

• ThearticlequotesJapan’sEqualityMinisterSeikoNoda,whostates:‘Itisextremelyregrettableifmedicalschoolsshareaviewthathavingfemaledoctorsworkathospitalsistroublesome.’Howdoyouthinksuchviewscouldbebestaddressedintermsofachievingashiftingenderbias?Discussasaclass.

ACTIVITY

Focus on ‘bias and gender roles’Asaclass,brainstormtheconceptof‘biasandgenderroles’.Discusskeyconceptsandbegintoexplorethereasonswhyyouthinkbiasexistsinrelationtogenderroles.

Workingindividuallyorinpairs,studentsaretovisitProjectImplicitandundertaketheGender-CareerTaskImplicitAssociationTest(IAT).Thistestoftenrevealsarelativelinkbetweenfamilyandfemalesandbetweencareersandmales.Toaccessthetest,goto<https://implicit.harvard.edu/implicit/selectatest.html>andthenselectthe“Gender-CareerIAT”button.

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ACTIVITY

Focus on ‘managing unconscious bias’Knowing that biased behaviour exists is different from doing something about it. For example, you might ‘know’ that smoking is bad for you, however, that does not mean you will ‘do’ anything about it. Often the environ-ment in which the behaviour takes place has to change to help influence your behaviour. The same can be said about preventing biased behaviour. Organisations need to create an environment which supports processes that do not lead to biased decision-making. Cultural diversity

and inclusion has to be hardwired into the ethos of the organisation.

As a class, view the clip ‘Managing Unconscious Bias’, which presents practical strategies to minimise the impact of unconscious bias. Answer the following questions:

1. The clip presents six steps you can take to reduce the impact of unconscious bias. These are pre-sented in the table on the next page; take notes as you watch the clip and record any salient points and ideas that you have around each of these six steps.

ACTIVITY

Focus on ‘groupthink’Asaclass,viewthe‘Groupthink’clip,whichlooksathowtheconceptofgroupthinkimpactsdecisionmakinginanorganisation.Completethefollowingactivities:

1. Whatis‘groupthink’andhowdoesitworktoreducediversityofthought?

2. Whatmotivesdrivepeopletosuppresstheirownpointsofviewinagroupthinksituation?Whatimpactcanthishaveondecisionmaking?

3. TheclipmentionsthatgroupthinkmayhavebeenattheheartofsucheventsasTheBayofPigsFiascoin1961andtheGlobalFinancialCrisisof2008.IthasalsobeencitedasafactorinTheChallengerDisasterin1986.Studentsaretoselectoneofthese(orresearch

another)criticalmomentsandexplain:• Thesituationthatledtothecrisis• Howdidgroupthinkimpactthedecision-making

processandwhatweretheoutcomes?• Howcouldtheimpactofgroupthinkbemanaged/

reducedinthissituation?

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Itisclearthatweallhaveourownunconsciousbiases.Thereareseveraleffortsyoucanmaketoimproveyourabilitytostayobjective.Thefirstthingistolookatyourselfandseeinwhatsituationsyourbiasisdisplayed,explicitlyorimplicitly.Takealookatthelistbelowandsilently/indi-viduallyanswereachoneastruthfullyasyoucan.Theseanswerswillremainconfidential:

• Whodoyouprefertospendtimewithatschool?• Whodoyouspeaktomostoftenaboutnon-school-

relatedmatterswhenyouareatschool?• Whohaveyounevertalkedtoorengagedinaconver-

sationwithandwhy?

• Whoispartofyourusualclassgroupsyouworkwithonanygivenschoolday?

• Whoisnotpartofyourusualclassgroupandwhydoyounotpreferspendingtimewiththem?

• Whodoyouoftenhelpoutorleaveagoodwordfor?

Lookatyourresponses.Doyouthinkthatanyofyouranswersrevealyourownunconsciousbiases?Orareotherfactorsatplay?Whatcanyoudotochallengeyourselfandgo‘outsideyourcomfortzone’?Couldyouchallengeanyofyourworkhabitstoreducetheimpactofyourownunconsciousbias?

1. Recognise unconscious bias.

2. Become mindful of making assumptions.

3. Be mindful of micro-messaging.

4. Deal with facts, not assumptions.

5. Replace subjective decision-making with objective decision-making.

6. Measure results.

Steps to Reduce Unconscious Bias

Definition and Key Concepts /Ideas related to this step

2. What are micro-inequities and micro-affirmations? What is the relationship between these two concepts? Can you provide an example of each concept, and illustrate how they would relate to each other in school-based interaction? Share and discuss examples as a class.

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Attribution BiasWhenwerecallinformationalthoughitwasneverthere,wejustassumeditwas.

Aversive RacismUnexaminedracialbiasthatthepersondoesnotintendandwouldreject,butthatavoidsinterracialcontact.

Blatant BiasesConsciousbeliefs,feelings,andbehaviourthatpeopleareperfectlywillingtoadmit,aremostlyhostile,andopenlyfavourtheirowngroup.

DiscriminationBehaviourthatadvantagesordisadvantagespeoplemerelybasedontheirgroupmembership.

PrejudiceAnevaluationoremotiontowardpeoplemerelybasedontheirgroupmembership.

Similarity BiasWhenweprefertobearoundpeoplethataresimilartoourselves.Itpreventsusfromevaluatingpeoplebasedontheirmerits(e.g.enduphiringpeoplethataresimilartoyourself).

Social Identity TheoryThetendencyforpeopletocategoriseeachotherintogroups,favouringtheirowngroup.

Stereotype ThreatWhenthestereotypedgroupstartstobelieveintheir‘own’stereotypes.(E.g.whengirlsstarttobelievethattheyarebadinMathsbecauseofthestereotype‘girlsarebadatMaths’).

Subtle BiasesAutomatic,ambiguousandambivalent,butrealintheirconsequences.

The Anchoring EffectThefirstimpressionofapersongetsanchoredinourmind.Asaresult,itmakesithardtochangeourmindabouttheperson,evenifcontradictinginformationisrevealed.

The Halo EffectTheoverallimpressionofthepersoninfluencesourperceptionofwhatwethinkabouttheperson.(E.g.thinking‘heremindsmeaboutmyselfwhenIwasthatage,sohewillbedoingagreatjob’).Youapplya‘halo’ontheperson.

ACTIVITY

Focus on ‘stereotypes and generalisations’Thefinalclipinthismodulelooksatwayswecanunderstandculturesthroughgeneralisationswith-outstereotypingindividuals.

As a class, view the ‘Stereotypes & Generalisations’ clip and answer the following questions:

1. TheclipbeginswiththefollowingquotefromauthorCharlieCaruso:The human compulsion to group people and objects together was ingrained in our being since we evolved. We need to group things – group the dangerous and unknown from the ‘safe to eat’ or the ‘it won’t eat you’ categories. Without the ability to categorise these threats, our ancestors wouldn’t have survived.Doyouagreewiththisstatement?Doesithelpyouunderstandthehumanneedforgroup-ingpeopletogether?Doyouthinkthereareotherfactorsatplaywhenwegrouppeopletogether?

2. ConsiderthefollowingquotefromSorenKierkegaard:‘Onceyoulabelmeyounegateme.’Discusswhatthismeansasaclass.

3. Whatarethekeydifferencesbetweengenerali-sationsandstereotypes?

4. Whatarethekeydifferencesintermsofthepotentialimpactofgeneralisationsversusstereotypes?

ACTIVITY

Focus on ‘prejudice, stereotypes and discrimination’:Prejudice,stereotypesanddiscriminationarealldifferentmanifestationsofbias.Theycanco-existorbeexpressedindependentlyofeachother.Readmoreaboutthesecategoriesinthefollow-ingarticle:<http://nobaproject.com/modules/prejudice-discrimination-and-stereotyping/>

Teachersaretoallocateoneoftheconceptslistedinthetableontherighttoapairofstudents.Studentsaretoresearchtheirconceptandcreateabrieftutorialwhichexplains:

• Keyelementsofthisbias• Whatfactorscancontributetothisbias• Examplesfromreal-lifeworkplace/schoolsitua-

tionswherethisbiashashadanegativeimpact• Waysthatworkplaces/schoolscanactively

reducetheoccurrenceofthisbias

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ACTIVITY

Focus on ‘ways to reduce prejudice’Researchhasshownthattherearefourkeywaysgroupsofpeoplecancometogetherandhelpre-ducetheincidenceofstereotypes,discriminationandprejudice.Workinginsmallgroups,studentsaretoconductresearchintothefollowingmethodsforreduc-ingthesefactors.Presentationscanbepresentedasahardcopyposter,ordigitally(e.g.GoogleSlides,PowerPoint,Preziorapodcast).

1. SUSTAINED CONTACT2. MUTUAL INTERDEPENDENCE3. SUPERORDINATE GOALS4. EQUALITY OF STATUS

Presentationsshouldincludeanexampleofthesefourfactorsinactionbasedinaschoolorworkplacescenario.

ACTIVITY

Unconscious Bias QuizStudents (either working individually or in pairs) are to answer the following quiz questions to ensure they’ve understood the main terminology and concepts that have been covered in this module:

QUESTION 2

Confirmationbiasinacompanyisexpressedinwhatway?

a Peopletendtothinkaboutpositivesituationsratherthannegativeones

b Peopletendtothinkaboutwhysomethingmightgorightratherthanwrong

c Peopletendtothinkaboutquestionstowhichthean-swerisyesratherthanno

d Alloftheabovee Noneoftheabove

Correct answer: d) All of the above. Confirmation bias can be detrimental. Always look at a situation from various an-gles and avoid the comfortable ‘yes’.

QUESTION 1

Confirmationbiasiswhenyou…

a Prefertosearchfor,hearandbelieveinformationthatfitsyourpre-existingbeliefs

b Searchforcontradictoryinformationtodisproveyourtheory

c Alloftheaboved Noneoftheabove

Correct answer: a) Prefer to search for, hear and believe information that fits your pre-existing beliefs. It’s not always about the dislike of hearing alternate beliefs to your own. Sometimes you unconsciously avoid asking questions that may challenge your existing ideas.

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QUESTION 3

Stereotypesignoreindividualdifferencesandarejudgemental.

a Trueb False

Correct answer: a) True. Stereotyping is the ap-plication of an attribute on all members of a group. It is a form of cognitive bias.

QUESTION 4

Stereotypesbasedonrace,gender,ethnicityandsexualorientationoftenleadto

a Discriminationandoppressionb Confirmationbiasc Groupthinkd Alloftheabovee Noneoftheabove

Correct answer: a) Discrimination and oppres-sion. Stereotypes often alter behaviour and lead to biases and discrimination. Discrimination is a form of behaviour bias.

QUESTION 5

Micro-inequitiesaresubtle,disrespectfulactionsthatreflectour…

a Groupthinkb Biasesc Objectivedecisionmakingd Noneoftheabove

Correct answer: b) Biases

QUESTION 6

Micro-affirmationsare…

a Subtle,disrespectfulactionsb Reflectiveofourbiasesc Small,everydaygesturesofrespectthatmakethe

recipientfeelincludedandvaluedd Noneoftheabove

Correct answer: c) Small, everyday gestures of respect that make the recipient feel included and valued. Micro-affirmations are the antidote for micro-inequities. Micro-affirmations are just small acts of politeness and common courtesy, consciously practiced. Micro-affirmations are easy to do and can be as simple as saying “Hi”.

QUESTION 7

Groupthinkoccurswhenagroupofpeople…

a Sitdowntosolveacorporateissueb Don’tquestioneachotherandinsteadagreeuponeve-

rythingresultinginbaddecisionoutcomesc Trytofindthemostinnovativesolutionstoproblemsd Noneoftheabove

Correct answer: b) Don’t question each other and instead agree upon everything resulting in bad decision outcomes. Groupthink is believed to be the biggest risk to growth to Australian businesses.

QUESTION 8

Unconsciousbiasesintheworkplaceimpact…

a Recruitmentpracticesandpromotionb Givingpeopletrainingopportunitiesc Assigningtasks,mentoringandperformancereviewsd Alloftheabove

Correct answer: d) All of the above. Unconscious bias oper-ates on all levels of an organisation.

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SUGGESTED ASSESSMENT TASKS FOR THE UNCONSCIOUS BIAS MODULE

Reflection on Unconscious Bias:

1. Studentsaretocreatetheirown‘Wordle’byvisitingthefollowingsite:<http://www.wordle.net>.A‘Wordle’isawordcloudthatisgeneratedbytextyouprovide,withprominencegiventowordsthatmostfrequentlyappear.Youcantweakyourcloudswithdifferentfonts,layoutsandcolourschemes.Youmightuseadifferentwordcloudgeneratorprograminclasswhichisfinetoo.WehaveusedWordleasanexample.Workinginsmallgroups,studentsaretobrainstormanddiscussthekeyterms/concepts/ideastheyhaveexploredintheUnconsciousBias moduleandstudyguide,enteringthemallintothe‘Wordle’generator.Completed‘Wordles’canbeprintedoutanddisplayedaroundtheclassroom.

2. UsingtheircompletedWordles,studentsaretowriteareflectiononwhattheyhavegainedfromexploringtheUnconsciousBiasmoduleoftheCCP.Thefollowingpromptsshouldguidereflections:• Whichwordsaremostprominentinyour‘Wordle’?

Whydoyouthinkthisis?• Whichtypesofunconsciousbiasdoyoufindmost

interestingandwhy?• Whatdoyouthinkarethebiggesteffectsonuncon-

sciousbiasondecision-making?• Whatarethemostobviouseffectsofunconscious

biasonworkplaceandschoolpracticesandwhy?• Whatarethekeydifferencesbetweenstereotypes

andgeneralisations?Howcanbothoftheseaffectworkplaceandschoolpractices?

Confirmation Bias in Action – Horoscope Activity:

Inthismodule,weexploredtheimpactofconfirmationbias.Thebrain’sjobistomakesenseoftheworld,anditdoessobyfindingconnectionsbetweenthings.Unfortunately,thisfantasticprocesscanoftenleadustoseekproofforonlywhatwe’vealreadydecidedwhatistrue,andthusweopenourselvestounlimitederrorsofthought.

Thistaskinvolvesstudentsdesigningtheirowntestofconfirmationbiasviafalsehoroscopedescriptors.Horoscopesprovideaninterpretationofaperson’sover-archingcharacteristicsbasedontheirbirthdate.Theyarewritteningeneralitiesandare,bytheirverynature,de-signedtobeuniversalintheirapplication.Studentsaretoundertakethefollowing:

1. Researchthedaterangesforalltwelvesignsofthezodiac.Writethenameanddaterangeofeachsignofthezodiacon12separatepiecesofpaper.Thenwritethesamehoroscopeonallthe12piecesofpaper,asgivenbelow:

Horoscope:You have a great need for other people to like and admire you,

yet you have a tendency to be critical of yourself. At times, you have serious doubts as to whether you have made the right decision or done the right thing. You prefer a certain amount of change and variety and become dissatisfied when you are hemmed in by restrictions. You work well with others; however, you are an independent thinker and highly capable of complet-ing tasks on your own. While you are extroverted at times, you do have a need for time alone, and can often take a while to ‘warm up’ at social events.

2. Onceyouhavetwelvecopiesreadytogo,decideonyour‘experimentalsubject’forthistask.Thismaybeastudentinanotherclass,orsomeoneoutsideofschool.Informthepersonthatyouareconductinganexperi-mentontheaccuracyofhoroscopedescriptors.

3. Askyoursubjectfortheirhoroscope.Locatetheirhoro-scopedescriptorsheetinyourpile,ensuringthattheydon’tseeallthedescriptorsareactuallythesame.

4. Readtheirdescriptortothemandaskthemtoratehowaccuratethiswasinrelationtotheirpersonalitytraits(0=notatallaccurate,5=highlyaccurate).

5. Revealtothemthenatureofyour‘experiment’andexplaintheconceptofconfirmationbias(e.g.‘thetendencytosearchfor,interpret,favour,andrecallinformationinawaythatconfirmsone’spre-existingbeliefs.’).Wereyourparticipantssurprisedbytheirresponse?

6. Reportbacktoclasswithyourfindings.Didmostparticipantsratetheirhoroscopedescriptorashighlyaccurate?Writeanoverallreflectiononthisactivity,explainingthestepsinvolvedandtheresults.Whatareotherexamplesofconfirmationbiasinoureverydaylife?Howcantheimpactofthisformofunconsciousbiasrangefrombenigntomoresevere?Considerinrelationtotheconceptofculturalcompetence.

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‘The Pitch’ – Reducing Gender Bias in your School or Community

Workinginsmallgroups,studentsaretostoryboardandcreatetheirownadvertisement(filmedclip,poster,digital)thataimstoraisetheawareness/reducetheimpactofgenderbiasineithertheirschoolorcommunity.

Studentsaretopresenttheiradvertisementtotheclass,andprovideadetailedanalysisofthechoicestheymadewhencreatingtheirfinishedproduct.Somequestionsforstudentstoconsider:

• Whoisyouroveralltargetaudience?Thiswillinfluencethecon-tentofyouradvertisement.

• Doyouwanttoincorporatestatistics/evidence?Doyouwantyouradvertisementtobehard-hitting?Humorous?Acombination?

• Doyouwantyouradvertisementtobesuitableforsocialmedia?Ifyes,whathashtag(#)willyouincorporateinyourmessage?

Presentation on ‘Groupthink’

Workinginpairs,studentsaretoresearchandprepareapresentationonthephenom-enonof‘groupthink’.Studentscanpresenttheirfindingsintheformofaposter,digitaldisplay(e.g.GoogleSlides,PowerPointorPrezi)orasapodcast.Presentationsshouldcoverthefollowing:

• Definitionofthephenomenonof‘group-think’andrelatedterms(i.e.in-group,out-group)

• Groupconditionsthatmostoftenleadto‘groupthink’

• Consequencesof‘groupthink’(withdirectreferencetounconsciousbias)

• Waystoprevent‘groupthink’

Film Analysis of Ways to Reduce Stereotypes, Discrimination and Prejudice

Thefollowingactivityinvolvesstudentsviewingthe2001filmRemember the Titans andanalysingthefilminrelationtothefol-lowingconcepts:

• Factorsthatcontributetothedevelop-mentofstereotypes,discriminationandprejudice

• Factorsthatcanhelpreducestereo-types,discriminationandprejudice

Studentsaretoviewthefilmandrecordnotesonthetableprovidedastheyview.Itissuggestedthatteacherspausethefilmatkeymomentstoallowforrecordingofideas/quotes.Thefilmcanbeobtainedhere

Afterviewingthefilm,studentsaretowriteananalysisthatrespondstothefollowingprompt:‘HowdidthefilmRemember the Titansexplorethewaysthatstereotypes,discriminationandprejudiceareformedandfactorsthatcanhelpreducetheirpresenceandimpact?’

Stereotypes, discrimination and prejudice shown at the beginning of the film

Evidence of the following factors that helped reduce prejudice throughout the film:• Sustained

contact• Mutual

Interdependence• Superordinate

Goals• Equality of Status

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This study guide was produced by ATOM.(©ATOM2018) ISBN:978-1-76061-217-7 editor@atom.org.au

Todownloadotherstudyguides, plusthousandsofarticlesonFilmasText,

ScreenLiteracy,MultiliteracyandMediaStudies, visit<https://theeducationshop.com.au>.

JoinATOM’semailbroadcastlistforinvitationsto freescreenings,conferences,seminars,etc.

Signupnowat<http://www.metromagazine.com.au/email_list/>.

REFERENCESTheAustralianCurriculum,<https://www.australiancurricu-

lum.edu.au>,accessedJuly242018.DavidMiller,‘Mostpeoplethink‘man’whentheythink

‘scientist’–howcanwekillthestereotype?’, The Conversation,28May2015, <http://theconversation.com/most-people-think-man-when-they-think-scien-tist-how-can-we-kill-the-stereotype-42393>,accessedonAugust22018.

JustinMcCurry,‘Tokyomedicalschooladmitschangingre-sultstoexcludewomen’, The Guardian,8August2018,<https://www.theguardian.com/world/2018/aug/08/tokyo-medical-school-admits-changing-results-to-exclude-women>,accessedonAugust82018.

LizDolan,‘GenderbiasforcedmetoquitQuiksilver’sboard’,Fortune,15June2015,<http://fortune.com/2015/06/15/liz-dolan-quiksilver-board/>,ac-cessedonAugust52018.

ProjectImplicit,<https://implicit.harvard.edu/implicit/takeatest.html>,accessedonAugust22018.

ProjectImplicit,<https://implicit.harvard.edu/implicit/Study?tid=-1>,accessedonSeptember252018.

SusanT.Fiske,‘Prejudice,Discrimination,andStereotyping’, NOBA,2018,<http://nobaproject.com/modules/prejudice-discrimination-and-stereotyping>,accessedonAugust52018.

Wordle,<http://www.wordle.net>,accessedAugust82018.

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