Session 3: Understanding Stereotypes and Bias

Two Related, Different Things

Stereotype vs. Bias

Stereotype

A conventional, formulaic, and oversimplified conception, opinion, or image. Someone who stereotypes generally thinks that most or all members of a group are the same.

Typical words: clannish, aggressive, high-maintenance, lazy.

Bias

A preference or inclination, especially one that inhibits impartial judgment. Bias is more subtle, often showing up through small qualifiers or added information.

"Jane González, who has a degree, will be joining our staff," implies a degree sets her apart from most Hispanics.

Test Yourself

Stereotype or Bias?

Six real-sounding classroom moments. For each one, decide: is this a stereotype, or a bias? Tap your answer to see if you're right, and why.

0 of 6 answered

A Key Distinction

Implicit vs. Explicit Bias

The action is unconscious, also called "unconscious bias." You may not even be aware it's shaping your judgment.

An implicit bias can become explicit once you're aware of it, but an explicit bias cannot become implicit again.

Here's what that distinction actually looks like in a school. Tap each example to see the reasoning behind how it's classified.

Six Common Patterns

Types of Unconscious Bias in Schools

100ms

That's roughly how long it takes to form a snap judgment about a stranger's trustworthiness, competence, and likability, just from a glance at their face. Giving people more time to look didn't change the judgment, it only made them more confident in it. Your brain reaches a verdict before your conscious mind is even in the room, which is exactly why unconscious bias is so easy to miss.

Willis & Todorov, Princeton University, Psychological Science (2006)

Unconscious bias doesn't show up as one single thing, it takes several recognizable shapes. Tap each type to see how it tends to show up in a classroom or staff room.

A

Affinity Bias

The tendency to favor people who remind you of yourself, whether that's shared background, communication style, or interests.

In the Classroom

You may unconsciously give more attention, patience, or benefit of the doubt to the students who remind you of yourself as a learner, without meaning to shortchange anyone else.

The Small Moments Matter

Microaggressions

Microaggressions are comments or behaviors, often unintentional, that are discriminatory in nature. They generally fall into three types. Read through each one with a school scenario in mind.

1

Microassault

An explicit, deliberate put-down, sometimes disguised as a joke or "just teasing."

School Example

A teacher or student mocks another student's accent in front of the class, and it gets laughed off as harmless.

2

Microinsult

An unintentional comment that subtly demeans someone's identity, background, or ability.

School Example

Telling a student "You're so articulate" in a tone of genuine surprise, implying it wasn't expected of them.

3

Microinvalidation

A comment that dismisses, excludes, or negates someone's lived experience.

School Example

Responding to a student's concern about unfair treatment with "I treat everyone the same," which shuts the conversation down rather than hearing it.

Beyond Words

Non-Verbal Microaggressions

Microaggressions don't require a single word. Body language, tone, and small behavioral choices carry the same weight, and they're often even harder to name or address because there's no comment to point back to.

What This Can Look Like

Avoiding eye contact with certain students during discussion Seating a student apart from peers without real reason A sigh, eye-roll, or dismissive glance when a student speaks Ignoring a raised hand while calling on others nearby Turning or angling away from a student mid-conversation Rushing through a conference for some families and not others

Why It Matters

The Effects of Microaggressions

Any single moment above might seem small on its own. Compounded over a school year, or a school career, the effects are anything but.

The Flip Side

Microaffirmations

Sometimes called micro-validations, these are small, often unspoken, intentional moves that do the opposite of a microaggression: they signal that someone belongs, is seen, and is valued. They matter precisely because they're small enough to do consistently, every day, for every student.

What This Can Look Like

Making eye contact and nodding while every student speaks Learning to pronounce every student's name correctly, and using it Inviting a quieter student into the conversation by name Sitting or standing near a student who seems isolated Displaying materials and images that reflect every student in the room Giving unhurried, full attention in every family conference

Reflect

Noticing It in Practice

Can you recall a moment, in yourself or someone else, where a qualifier revealed an underlying bias, like the "Jane González" example?

Where might a well-intentioned comment in your classroom actually land as a microaggression?

What is one stereotype you can name in yourself, even if it feels uncomfortable to write down?

This space is just for you. Nothing here is saved or shared, so write freely.