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equality-diversity-unconscious-bias-and-intersectionality.pptx
- 1. Learning & Development Learning & Development
- 2. Learning & Development Aims • To raise awareness of Unconscious Bias within ourselves and how it can impact our actions. • To raise awareness of how Equality and Diversity can affect People in different ways. • To recognise the difference between Equality, Equity and inclusion.
- 3. Learning & Development Objectives • To understand what unconscious bias is. • To understand where biases come from. • To recognise how biases impact our behaviour. • To recognise what Equality and Diversity are. • To recognise how to implement this within the workforce.
- 4. Learning & Development Diversity and Inclusion Objectives
- 5. Learning & Development What does Diversity mean? • Diversity - Giving each individual the chance to achieve their potential, free from prejudice and discrimination.
- 6. Learning & Development Facts & Figures • An estimated 19% of working age adults have a disability using the Equality Act definition, according to the data published by the Department for Work and Pensions (DWP)3 May 2018 • 67% of those are not declaring their disability at work • People with a white sounding surname are 67% more likely to get an interview than a Muslim sounding name (with identical C.V).
- 7. Learning & Development What is Equality? • Equality - Ensuring individuals/groups of individuals are not treated differently or less favourably due to specific protected characteristics • Promoting Equality - Removes discrimination in all of the Protected Characteristics • Bullying, Harassment and Victimization are also considered as Equality and Diversity issues.
- 8. Learning & Development Equality Picture
- 9. Learning & Development • In the simplest terms, it means fairness, which is not necessarily the same thing as Equality • It’s not about everybody getting the same thing • It’s about everybody getting what they need in order to improve the quality of their situation. What is Equity?
- 10. Learning & Development Equity Picture
- 11. Learning & Development What is Inclusion? • Inclusion refers to the involvement and empowerment of a diverse range of individuals, where the worth of dignity of all people are recognised • Inclusive environments promotes and sustains a sense of belonging. It values and practices respect for the talents, beliefs, backgrounds, and ways of living of it members • Valuing difference and removing barriers to participation.
- 12. Learning & Development Inclusive Picture
- 13. Learning & Development • When there's an IN group, there's is always and OUT group • IN-GROUP • Friend • Good • Right • Valuable • Trustworthy • Include • Talk about OUT-GROUP Foe Bad Wrong Less valuable Untrustworthy Exclude Don’t think about When you’re in, you’re IN
- 14. Learning & Development We thrive when we feel included
- 15. Learning & Development What is Unconscious Bias? “To know the true reality of yourself, you must be aware not only of your conscious thoughts, but also of your unconscious prejudices, bias and habits.”
- 18. Learning & Development My video is upside down
- 19. Learning & Development What do you see?
- 20. Learning & Development Types of Bias • Conformity • Beauty • Affinity • Halo • Horns • Similarity • Contrast • Attribution • Confirmation
- 21. Learning & Development Conformity Conformity bias refers to our tendency to take cues for proper behaviour in most contexts from the actions of others rather than exercise our own independent judgment.
- 22. Learning & Development Beauty This is the view that we tend to think that the most handsome individual will be the most successful and in some places this is correct. Several studies have suggested that people who are deemed to be attractive are more socially accepted and will therefore do better in their careers.
- 23. Learning & Development Affinity Bias Affinity bias occurs when we see someone we feel we have an affinity with e.g. we attended the same university, we support the same sports team, have the same fashion style or they remind us of someone we know and like.
- 24. Learning & Development Horns vs Halo Halo is when we see one great thing about a person and we let the halo glow of that significant thing affect our opinions of everything else about that person. We are in awe of them due to one thing. The Horns effect is when we see one bad thing about a person and we let it cloud our opinions of their other attributes.
- 25. Learning & Development Similarity Bias Naturally, we want to surround ourselves with people we feel are similar to us. And as a result, we tend to want to work more with people who are like us.
- 26. Learning & Development Contrast Bias We judge whether or not the person in front of us did as well as the person that came before them. When really, the only thing we should be comparing are the skills and attributes each individual has, to the job in hand.
- 27. Learning & Development Contribution Bias When we do something well we tend to think it’s down to our own merit and personality. When we do something badly we tend to believe that our failing is down to external factors like other people that adversely affected us and prevented us from doing our best. When it comes to other people, we tend to think the opposite.
- 28. Learning & Development Confirmation Bias When we make a judgement about another person, we subconsciously look for evidence to back up our own opinions of that person. We do this because we want to believe we’re right and that we’ve made the right assessment of a person.
- 29. Learning & Development • bikers in cinema
- 30. Learning & Development Minimising Bias • Knowing it exists is the first step • Try to recognise where your biases are and what your behaviours are in regards to them • Stop and think rather than acting instinctively • Remember we all have unconscious biases and that’s ok as long as we do not allow them to have a negative impact.
- 31. Learning & Development 5 + 5 = Write down 5 positives and 5 negatives about Boris Johnson.
- 32. Learning & Development Practical Steps • Self-Audit • Research Unconscious/ Implicit Bias to understand it better: – TED Talks – ACAS – Develop ME
- 34. Learning & Development ‘Intersectionality’ was coined in 1989 by professor Kimberlé Crenshaw to describe how race, class, gender, and other individual characteristics “intersect” with one another and overlap. Intersectionality is an analysis of identity, not an identity in itself. Intersectionality
- 35. Learning & Development Definition “Our varied social identities such as health, class, wealth and the nine protected characteristics are interconnected and can overlap causing multiple levels of discrimination or disadvantage”.
- 36. Learning & Development Equality Act 2010
- 38. Learning & Development Sadly some people don’t like Sam. Sam faces discrimination for being a triangle and having stripes
- 39. Learning & Development Luckily there were groups but they weren’t working intersectionally They don’t work together they compete I’m more oppressed! No I am!!! I deserve more!
- 40. Learning & Development Am I more stripe than triangle? Sam wishes triangles and stripes could work together and see each others perspectives and shared issues! Equal representation for all! Discrimination of one affects us all
- 41. Learning & Development INTERSECTIONALITY IS THE VIEW THAT DISCRIMINATIONS ARE INTERLINKED & CANNOT BE SOLVED ALONE Discrimination is not isolated INTERSECTIONALITY NOW
Editor's Notes
- Attract, recruit, progress and retain a more diverse workforce that better reflects our communities to improve confidence in Essex Police. Narrow the disparity between protected groups and non-protected groups in respect of the use of police powers such as stops, searches, and the use of force. Improve the experience of policing services without reducing the legitimate use of police powers to protect communities. Increase satisfaction and confidence amongst protected groups, wider communities, and victims of crime. Tackle hate crime and address any complaints and concerns raised. Adopt and advance the NPCC Diversity, Equality and Inclusion Strategy 2018-2025 and accompanying toolkits. Improve inclusive culture and increase awareness and understanding of diversity and equality through delivery of mandatory training, equality data analysis, equality and health impact assessment and effective community engagement. This document can be found on the diversity and inclusion team intranet page.
- In 2017 Inside Out London sent CVs from two candidates, "Adam" and "Mohamed", who had identical skills and experience, in response to 100 job opportunities. Adam was offered 12 interviews, while Mohamed was offered four. Although the results were based on a small sample size, they tally with the findings of previous academic studies. These have found British Muslims are less proportionately represented in managerial and professional occupations than any other religious group. Yogesh Khrishna Davé, 56, is the director for quality at a pharmaceutical company in Slough. It has taken him decades to reach this senior role. During the journey up the ladder he suspected he was being consistently overlooked for jobs because of his name. So he secretly carried out his own experiment. "I entered the job market in the 80s. I put my CV in and it was disappointing. I got rejection letters. "Someone suggested: 'Why don't you put a very English name on your CV [as well as sending one in your own name]... and see who they might offer the job to?' So I had my name, Yogesh, and John Smith. John Smith got the interview. I got rejected for the interview." A field experiment for the Department for Work and Pensions in 2009 found ethnic minority applicants were discriminated against in favour of white applicants in 29% of cases.
- https://www.ed.ac.uk/equality-diversity/about/equality-diversity Above information available at the university of Edinburgh Equality is ensuring individuals or groups of individuals are not treated differently or less favourably , on the basis of their specific protected characteristic, including areas of race, gender, disability, religion or belief, sexual orientation, age, marriage& civil partnership and pregnancy & maternity. Promoting equality should remove discrimination in all of the aforementioned areas. Bullying, harassment or victimization are also considered as equality and diversity issues.
- Discuss with the group how you would feel being in the IN group and then talk about the OUT group
- Biases are the stories we make up about people before we know who they are. What is unconscious bias? Play the video: https://www.youtube.com/watch?v=dloCJq8shZE
- Activity Split the group into 2 groups Give one group the picture of the Dr. in the white coat Give the other group the Dr in his bikes outfit MAKE SURE THE GROUPS DO NOT SEE THE OTHER PICTURE Allow the groups 5 mins to write down as many things about the male that the know from looking at him. After 5 mins ask 1 group to write their findings on the board Then ask the other group to do the same thing. Once both groups have written up what they think of the male then reveal the 2 pictures to the whole group. Then read out the statement below Dr. David Ores is a general practitioner who lives and works on the Lower East Side of Manhattan. He provides general medical care and other community medical services for the working poor and people without any health insurance. His goal is to help you enjoy your life with optimal health for as long as possible by combining the strength of modern scientific medicine with an old-fashioned emphasis on a personal, patient-doctor relationship. Dr. Ores provides compassionate and comprehensive medical care; he will advocate for your interests over those of an increasingly complex, impersonal health care system; coordinate the care you may need from specialists; and help you sort through the morass of health information that is ever-more influenced by commercial, web-based and corporate interests. Discuss with the group their thoughts on what they have seen and what you have told them. Allow them to process that in fact they knew nothing about the man from the picture and this was all from their own unconscious bias.
- Examples of unconscious bias in the media. Discuss how this could affect the individuals exposed to it. When YouTube launched the video upload feature for their app, 5-10% of videos were uploaded upside-down, and Google developers were baffled. Could such a large percentage of users be shooting their videos incorrectly? Google engineers had inadvertently designed the app for right-handed users. They never considered the fact that phones are usually rotated 180 degrees when held in a user’s left hand. https://www.psychologytoday.com/us/blog/the-asymmetric-brain/201908/8-new-scientific-findings-about-left-handedness There are approximately 708 million left-handers in the world. That’s about 9.2% of the world population As there are about 7.7 billion people living in the world in 2019, it can be estimated that there are about 708,400,000 left-handers. The split between left-handed people and right-handed people has remained around 90%, in favour of right-handedness, Genes play a role for left-handedness. There is also left-footedness. Using our hands is not the only form of motor asymmetry that humans show. There is also footedness, i.e., the preference to use the left or right foot for kicking a ball or grabbing something with your toes. This is an especially important feature in soccer players (DeLang et al., 2019).
- Ask the group what they see? There are 3 pictures Little girl Skull View through a cave entrance There are no right and wrong answers it is all down to our unconscious bias IN THE PICTURE IS A HYPERLINK TO “THE GUARDIAN ADVERT” Start the ad and when the picture goes blank stop it and ask the group what they know? Carry on with the advert as above until the end of the advert. Ask the group what they thought of it and how that relates to their unconscious bias
- Work through the types of bias, providing examples of how they might present themselves in Essex and Kent Police.
- Based on a famous study that’s been around for decades, conformity bias relates to bias caused by group peer pressure. In the study, a group of people is asked to look at the picture on the left and say which line in Exhibit 2 matches the line in Exhibit 1. One individual is told to say what they think. The rest of the group is told to give the wrong answer. We can see that line A of Exhibit 2 matches the line in Exhibit 1, but when the individual who doesn’t know this is a test gives the correct answer only to be informed that the rest of the group has said Line B, the individual decides to scrap their own opinion in favour of the groups’ opinion. A phenomenon that occurs in 75% of cases. Just think how this may play out in a panel talking about a candidate. If an individual feels the majority of the group are leaning towards/away from a certain candidate, they will tend to go along with the group thinks rather than voice their own opinions.
- This is the view that we tend to think that the most handsome individual will be the most successful. But this can also play out in terms of other physical attributes a person may have. For example, while 60% of CEOs in the US are over 6 foot, only 15% of the total population is over 6 foot tall. And while 36% of US CEOs are over 6.2 feet, only 4% of the US population is over 6.2 feet tall. So again, this shows some bias in terms of how we perceive a CEO should look like. In recruitment, it’s common that recruiters will look to fill a role with someone who shares similar physical attributes to the person who held that role before, or who they believe looks like the kind of person who should have the role based on their preconceived bias.
- For example, when we interview someone we feel we have some affinity with, our micro-affirmations play out a bit more than they usually would with someone we felt we didn’t share an affinity with. For instance, if they tell us they’re a little nervous we may smile at them more, offer more words of encouragement etc. Whereas, if a person we shared no affinity with told us the same thing, we wouldn’t be quite as warm towards them as we had been to the candidate we felt we shared a connection with. After the interview, you’d then speak in much higher terms of the first candidate and how much you feel they’d “fit in” over and above the second candidate. This may occur if you have access to the applicants CV or job application prior to interview but just because they are similar to you doesn’t mean they are best for the job.
- For example, when looking through someone’s CV/resume we may see they went to a particularly highly regarded college where they received a certain high grade, or they had undertaken some very sought after work experience program. Upon seeing that, we tend to see everything else about that person surrounded by the glow of that achievement. One good answer or one skill on the application doesn’t mean they are right for the job try not to have their entire career planned out before they even come into the interview. One poor answer doesn’t right them off completely they could be nervous, make sure you listen to each answer objectively. Be careful of your own non-verbal communication.
- Problem with similarity bias is that if everyone is the same the business will become stagnant and lacks diversity.
- This plays out regularly in recruitment, particularly amongst recruiters who spend large amounts of time sifting through CV after CV or conducting interview after interview. For example, if we’re looking at a number of CVs/interviews in a row, one after the other, we tend to compare each CV/interview to the one that came before it. We judge whether or not the person in front of us did as well as the person that came before them. When really, the only thing we should be comparing are the skills and attributes each individual has, to the skills and attributes required for the job, not those of the person that came directly before them. You could take a break between applications/interviews look back over the role description to “cleanse the pallet”
- Try to look at the facts and evidence regardless of your own opinion.
- Perception? Unconscious reaction? Past Associations? Our brains are strong and only we see what we looking for
- Provide practical times on how to minimise bias.
- Activity 2: Show a picture of Boris Johnson on the screen and the learners need to write down 5 positives and 5 negatives about him. Hopefully all the group should be starting to understand unconscious bias and be thinking about what they know of Boris Johnson Ask them where they got their opinions from? Remind them that without knowing him in person all representation has been built from the perspective of others. Talk about the media and how it plays a big part in forming our opinions on something with out actually having any concret evidence to base it on (Fake news)
- Provide practical times on how to minimise bias.
- Activity 3: A visualisation activity, as the learners to close their eyes if they feel comfortable doing so and read the following: You are preparing for your dream job, you have taken extra time making sure you look perfect and so decide to take a cab to the interview location. While in the cab you talk to the driver about what you’re up to and you share stories about your families. You arrive at your interview a few minutes late and rush into the reception. You are greeted by a friendly receptionist who tells you not to worry about being late “no harm done” and points you in the direction of the lift telling you to head to the 8th floor. You rise to the 8th floor and when the doors open you come face to face to a stern personal assistant. They ask you if you know what time it is before pointing to a seated area and disappearing through a door to an office. A few minutes later you are called into a room where you are met by the CEO of the company who shakes your hand and you begin you interview. Once you have finished the visualisation talk about what the individuals in the story looked like. Talk about how just if you have visualised a stereotype it doesn’t mean you are sexist/racist etc. as long as those stereotypes do not impact you negatively.
- ‘Intersectionality’ was coined in 1989 by professor Kimberlé Crenshaw to describe how race, class, gender, and other individual characteristics “intersect” with one another and overlap. It is simply a fact that people in certain social systems face discrimination and disadvantage based on attributes shared only by subsets of the total population and many people face multiple forms of such discrimination simultaneously.. Intersectionality is an analysis of identity, not an identity in itself. The paper centers on three legal cases that dealt with the issues of both racial discrimination and sex discrimination: DeGraffenreid v. General Motors, Moore v. Hughes Helicopter, Inc., and Payne v. Travenol. In each case, Crenshaw argued that the court’s narrow view of discrimination was a prime example of the “conceptual limitations of ... single-issue analyses” regarding how the law considers both racism and sexism. In other words, the law seemed to forget that black women are both black and female, and thus subject to discrimination on the basis of both race, gender, and often, a combination of the two.
- There is no strict definition for intersectionality. As a force we have adopted this definition to work to. It shows that we each have many social categories, over and above the nine protected character tics, but they can overlap and as such cause us more discrimination or disadvantage than if affected by a single characteristic.
- The Equality Act 2010 set out the nine protected characteristics. They do how ever cross over. It is easier to look at them individually but as an organisation we need to take an intersectional view to truly understand. This is commonly terms as using the intersectional lens.