OBJECTIVES FOR CHAPTER 4
By the end of this week, students will be able to:
- Identify and explain where children learn bias.
- Explain and analyze why children from similar racial and ethnic backgrounds tend to share social spaces in middle school and higher.
- Define "intent" and evaluate its usefulness in understanding racist words, expressions, and ideas.
LET'S BEGIN WITH A LITTLE TEST. THIS TEST IS ADMINISTERED THROUGH HARVARD UNIVERSITY AND WILL NOT SEND RESULTS TO YOUR PROFESSOR. IT IS A TEST FOR YOU TO LOOK AT YOUR OWN IMPLICIT BIAS. YOU CAN REPEAT THE TEST AS OFTEN AS YOU WOULD LIKE.
Write down your results. Did they surprise you at all? Did the test confirm anything you already know?
Do we ever grow out of our bias?
This video updates the experiments done by Dr. Kenneth Clark and his wife during the 1950s.
Watch as Jason Silva discusses the significance of faces.
Now let's consider the extinction event that occurs in middle school. Why do kids of a single race tend to sit together in cafeterias in middle school? Listen to Dr. Beverly Tatum discuss her research:
Racial bias still exists and has disparate impacts on different racial groups. We may not think about daily opportunities, like trying to rent a space for vacation, that is experienced differently by different people. Listen:
Reading Questions (Chp. 4)
- Where do children learn bias?
- Why do kids of similar racial or ethnic backgrounds sit together in middle school cafeterias?
- What difference does intent make when someone expresses racist words or ideas? Why?