Exposing Hidden Biases
Submitted by: Glenda Hanson
Description: Studies show people can be consciously committed to egalitarianism, and deliberately
work to behave without prejudice, yet still possess hidden negative prejudices or stereotypes. So even
though we believe we see and treat people as equals, hidden biases may still influence our perceptions
and actions. This activity helps students explore their biases in a safe environment and reflect on how
these hidden prejudices affect relationship in and out of the workplace. Main activities include a private
online activity, personal reflection, and classroom discussion.
Purpose (Target Issue & Related Teaching Goals):
 Allow students to safely explore their personal comfort zones and hidden biases.
 Provide students an opportunity to reflect on the impact of unconscious biases.
 Expose students to additional resources about prejudice and the societal impact of bias.
 Develop students’ skill in discussing controversial issues in a productive respectful way.
Time to Prepare: 25 min to personally take the test and check website is working
Time for Lesson (in-class): 45-60 min total (25-30 min for intro plus 20-30 min follow-up discussion)
Time for Lesson (out-of-class): minimum 15-20 min to do online test activity
Required Expertise of Facilitator: Low
Group size: Any size
Language level/readability: Online activity is accessible to low language levels but they may require
help understanding instructions and results
Required Materials: Internet connection for out-of-class activity
Related Handouts: Hidden Bias Tests (instructions handout)
Related Media or Website: www.tolerance.org
Location of Media: online (see website above)
Resource Person:
Relation to Your Attitude is Showing textbook: Expands on Chapter 13
Additional References and Resources:
Step-by-Step Procedure:
1. Lead a class discussion about “Cultural Comfort Zones”. Have students brainstorm factors that
contribute to our comfort/discomfort with those who are different from us. (Examples: parents’
opinions, racial makeup of neighborhood, past good/bad experiences with individuals, etc)
2. Have students reflect on their personal comfort with people from different cultures. Students
can use the work-focused questionnaire on p.153 of Your Attitude is Showing and/or do a
private written reflection.
3. Introduce students to the idea that some of our biases are known and unconscious, but
sometimes we are unaware of our biases.
4. Assign students to take at least two bias tests of their choice at www.tolerance.org (follow links
to the Explore Your Hidden Biases tests). Emphasize that they can choose which bias tests to
take and that their results are completely confidential – they do not need to report them to the
instructor nor to their classmates.
5. Model accessing the website and beginning the test, if appropriate and time permits.
6. Students should complete the online bias tests outside of class to ensure that they feel safe and
unmonitored. This will produce the most honest, and therefore most useful, results.
7. After students have completed their bias tests, lead a follow-up discussion. This can be done as
a class or in small groups, depending on the class dynamics. Allow the discussion to develop
naturally; do not force students for specific responses. Questions to address can include:
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Did you feel the results of the test were valid? Why or why not?
Were you surprised by your results? What kind of emotions did this test bring up?
How can hidden biases affect the workplace, both positively and negatively?
If you feel you have conscious or unconscious biases, what strategies can you use to
adjust your workplace attitude?
If you feel your coworkers have conscious or unconscious biases, what strategies
can you use?
Adaptations and Extensions:
1. Instead of a follow-up discussion, your class may feel more comfortable with anonymous
written reflections based on the discussion questions. These written reflections should be
anonymous and ungraded.
2. Explore “Do Something” links at tolerance.org and discuss some of the suggestions for
increasing tolerance and knowledge about diversity.
3. The introduction to hidden or unconscious biases can easily tie into activities on the Johari
window. If the Johari Window was previously covered in class, you can use this discussion as a
review. If the Johari Window is covered later in class, you can refer back to this discussion as an
example. As a class, discuss how biases may be open, blind, hidden, or unknown. For example,
a member of a white supremacist group would have an ‘open’ bias. A coworker who
unknowingly prejudges older clients may have a ‘blind’ bias. Fill out a Johari Window with
examples of how different biases or prejudices fall into each category (Open, Blind, Hidden,
Unknown) and why they would fit there.
Pros: This activity allows students to go deeper than superficial discussions of prejudice and bias. It
personalizes the subject by allowing them to safely explore their own known and unknown biases. The
variety of bias tests allows students to explore issues beyond race. This activity takes the burden off the
facilitator/instructor and replaces it with a self-discovery activity.
Cons: Students may be upset by their test results. Students may be uncooperative in discussion if they
do not feel safe or comfortable.
Consider This: Be sure to take the test(s) yourself before asking your students to do so – you’ll need to
know what the experience is like in order to effectively lead the activity.
This topic is a very charged and personal one that can easily lead to unproductive discussions. If you are
concerned about maintaining a positive class discussion, a good opening activity is to establish a ‘Group
Norms’ list. Have students call out what teacher/classmate behaviors would make them comfortable or
uncomfortable. For example, “After someone says something, I need quiet time to think about it” or
“Please don’t call on me if I don’t want to talk”. Then if the discussion starts to veer off-course, you can
refer the class back to the Group Norms they created.
Student Outcomes/Objectives:
 Explore hidden biases
 Broaden the concept of diversity and note societal impacts
 Practice discussing diversity in a low-risk environment
Submitted by: Glenda Hanson, Legal Secretary Program, September 2008