Post on 12-Apr-2017
5 Objectives
◉ Review terms and definitions in regards to implicit bias◉ Discuss how implicit biases may impact our decision-making
processes◉ Understand the difference between external motivation and
internal motivation to control prejudice◉ Discuss practical ways to help debias perceptions and
improve intergroup interactions◉ Discuss benefits of undergoing training for racism/ cultural
competency
Terms and definitions
Implicit bias
Is the “automatic associations of stereotypes or attitudes about particular groups” (Godsil et al., 2014, p.9).
Racial anxiety
“Discomfort about the experience and potential consequences of interracial interaction” (Godsil et al., 2014, p. 10).
In-group bias
When people experience in-group bias, they tend to be more “comfortable with, have more trust in, hold more positive views of, and feel more obligated to members of their own group (Godsil et al., 2014, p. 24).
Stereotype threat
Refers to the pressure that people feel when they fear that their performance may confirm a negative stereotype about their group (Godsil et al., 2014, p. 19).
How our implicit biases impact decision-making processes
SAMPLE TEXTThis is a sample text
TEXT
NEGATIVE INTERGROUP CONTACT EXPERIENCES
WITHDRAWAL FROM INTERGROUP CONTACT
RACIAL ANXIETY
PERSONAL IMPLICIT BIASES
STEREOTYPING
1
2
3
4
5
How do we break this negative cycle?Let’s start with discussing the difference between external and internal motivations to control prejudice
External
“I attempt to appear non-prejudiced toward black people in order to avoid disapproval from others” (Godsil et al., 2014, p.48).
External vs. Internal motivations
Internal
“I attempt to act in a non-prejudiced way toward black people because it is personally important to me” (Godsil et al., 2014, p. 48).
Those with external motivations report high levels of racial bias in private whereas those with internal motivations to be fair show decreased biased actions overall.
Practical ways/interventions to help debias perceptions and improve intergroup interactions
PERSONAL LEVELStereotype replacement
IndividuationPerspective taking
Improve conditions of decision makingDirect intergroup
contactIndirect intergroup
contact
WORKPLACE LEVELWise criticism
Growth mindset Values-affirmationBehavioral scripts
Personal level
◉ Stereotype replacement: recognize that a response is based on stereotypes and reflect on why the response occurred.
◉ Individuation: obtain specific info about individuals from an out-group.
◉ Perspective taking: imagining oneself to be a member of a stereotyped group.
◉ Improve conditions of decision making: “thinking slow” and engaging in deliberate processing.
Personal level continued
◉ Indirect forms of intergroup contact : “when people observe that members from in-group have positive interactions with outgroup, research has reported lower bias and anxiety, and more positive intergroup attitudes. Also knowing friends that are friends with out-group reduces racial anxiety” (Godsil et al., 2014, p. 13).
◉ Direct intergroup contact: “direct interaction between members of different racial and ethnic groups can alleviate intergroup anxiety, reduce bias, and promote more positive intergroup attitudes and expectations for future contact” (Godsil et al., 2014, p. 13).
“
“The role of intergroup contact in reducing anxiety and bias underscores the role of emotion in racial interactions. It is not
enough for people to be taught that negative stereotypes are false or to believe in the
morality of non-prejudice. People need to feel a connection to others outside of their group;
once people feel connected, their racial anxiety decreases and so does their bias”
(Godsil et al., 2014, p. 49).
Workplace level
◉ Wise Criticism: Giving constructive feedback to clients with high expectations and strengths-based confidence in client for meeting those expectations.
◉ Growth mindset: or “incremental orientation” includes teaching clients that abilities are learnable/ incremental instead of “fixed” due to a stereotype threat.
◉ Values-affirmation: encourage clients to identify with broader identities and values (family, religion, art) that help them feel positively about themselves.
◉ Behavioral scripts: social scripts that help guide expected interpersonal behavior.
61.5%Said that the workshop changed their level of knowledge “significantly” or “a great
deal”
78.6%Said that the workshop motivated them to support racial equity efforts in venues other
than/ in addition to their workplace
86%Said that the workshop increased their awareness “somewhat” or “a great deal” about
how organizations can address racial equity issues
Undoing Racism Workshop
Outcomes of cultural competency training for practitioners working with clients with substance abuse
◉ Increased practitioner’s confidence◉ Practitioners were able to “ask questions which I did not dare to ask
before” (Luger, 2011, p.229).
Support
◉ Access to decision makers◉ Sufficient peer interest◉ Access to outside strategic
advice◉ Positive attention within
organization◉ Sense of job security◉ Enough time on job to
attend related tasks
Support and barriers to promoting racial equity
Barriers
◉ Insufficient leadership support
◉ Resistance from colleagues◉ Resistance from leaders◉ Need to keep low profile◉ Fear of getting into trouble
at work
First-Order
◉ Small adjustments to routines
First-Order vs. Second-Order Change
Second-Order
◉ Paradigm shift for organization
◉ Radical◉ Transformative
Additional Resources
◉ http://www.antiracistalliance.com/◉ https://www.racialequitytools.org/home◉ https://www.youtube.com/watch?v=Q4nPz7LUDNM “Little
Things You Can Do To Combat Racism” (3 min video)◉ http://www.antiracistalliance.com/calendar.html Click on
“Continuum On Becoming An Antiracist Multiracial Institution”
References
Abramovitz, M., Blitz, L.V. (2015). Moving Toward Racial Equity: The undoing racism workshop and organizational change. Race & Social Problems, 7(2), 97-110.
Avery, D.R., Richeson, J.A., Hebl, M.R., Ambady N. (2009) It does not have to be uncomfortable: the role of behavioral scripts in Black-White interactions. Journal of Applied Psychology, 94(6), 1382-1393
Aydogan, A.F., Gonsalkorale, K. (2015). Breaking down a barrier: increasing perceived out-group knowledge reduces negative expectancies about intergroup interaction. European Journal of Social Psychology, 45(4), 401-408.
References
Blitz, L.V., Greene, M.P., Bernabei, S., Shah, V.P. (2014). Think creatively and act decisively: creating an antiracist alliance of social workers. Social Work, 59(4), 347-350.
Brooms, D.R., Perry, A.R. (2016) It’s simply because we’re black men: black men’s experiences and responses to the killing of black men. Journal of men’s studies, 24(2), 166-184
Godsil, R.D., Tropp, L.R., Goff, P.A., Powell, J.A. (2014). Addressing implicit bias, racial anxiety, and stereotype threat in education and health care. The Science of Equality, 1, 1-84.
References
Havranek, E. P., Hanratty, R., Tate, C., Dickinson, M., Steiner, J., Cohen, G., & Blair, I. (2012). The effects of values affirmation on race-discordant patient provider communication. Archives of Internal Medicine, 17, 1662–1667
Keroman, B., Freundlich, M., Lee, J.M., Brenner, E. (2012). Learning while doing in the human services: becoming a learning organization through organizational change.
Administration in Social Work, 35, 234-257
References
Luger, L. (2011). Enhancing cultural competence in staff working with people with drug and alcohol problems: a multidimensional approach to evaluating the impact of education. Social Work Education, 30(2), 223-235
Penner, L.A., Hagiwara, N., Eggly, S., Gaertner, S.L., Albrecht, T.L., Dovidio, J.F. (2013). Racial healthcare disparities: a social psychological analysis. European Review of Social Psychology, 24(1), 70-122.
Any questions ?
You can email me at
◉ yiwenchen95@gmail.com
Interested in getting involved with police reform efforts? Email:
◉ info@naswoh.org
Thanks!