No Place For Hate: Understanding Bias
The No Place for Hate curriculum on bias focuses on the preferences and assumptions that shape how we see the world. By recognizing bias in ourselves and others, students develop critical thinking skills that foster a more inclusive school community. Elementary and middle school students explore both explicit and implicit bias through engaging scenarios and thoughtful discussions that encourage self-reflection, critical thinking, and empathy.
Each activity creates safe spaces for honest conversations and personal growth as students learn that everyone has biases, while gaining tools to act with greater awareness and intention.
Activities are centered on helping students understand bias in meaningful ways. At Bedford Middle School, for example, students explored thought-provoking scenarios like The Doctor's Dilemma
and examined examples from popular culture such as The Voice
blind auditions.
Thinking Under the Influence
Through the educational video Thinking Under the Influence
and guided discussions about real-life situations, students learned to identify assumptions and their potential impacts. The lesson concluded with students developing personal action plans for addressing bias when they encounter it and supporting those affected.
Examples of Implicit Bias Scenarios
Scenario 1A principal of a school needs help with their computer, so they choose to ask the youngest teacher in the school. |
Scenario 2I'm choosing a partner for a science project. I pick Mia because she's always dressed neatly and gets good grades in math. |
Scenario 3A group of people are asked to run like a girl. They flap their hands and frolic. Then, a group of young girls are asked to run like a girl. They pump their arms fast and sprint in place. |
Scenario 4I’m a new student and I’m told to sit next to Taylor in the classroom. There is one seat open next to a boy and one seat open next to a girl. I automatically sit next to the girl. |
Scenario 5My teacher asked the class if we prefer having a test or doing a project for our next assessment. I prefer a test because I have been studying the material at home. But when most of the class raises their hand for project, I raise my hand for project, too. |
Scenario 6Jordan believes that people from the soccer team are always unfriendly and stuck-up. One day in the cafeteria, a soccer player smiles and says hello, but Jordan barely notices it. Later, when another soccer player walks by without speaking, Jordan thinks,See? Soccer players never care about anyone but themselves. |
Scenario 7A teacher needs something moved in the classroom and says, |