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1. What did you take away from completing the IAT?
2. How did you feel before and after completing the IAT?
3. Did you learn anything about yourself after taking the IAT?
4. How can we be more aware of our subconscious biases?
5. Why do you think we have implicit biases? What causes us to have implicit biases?
6. What can we do in our daily lives to avoid implicit bias?
7. In what ways do you think implicit bias affects our thoughts, feelings, and decision making?

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1. Who was the story about?
2. In what way did they experience discrimination or injustice? [JU.9-12.12] and [R.CCR.1]
3. How did they react to experiencing discrimination? How did they feel? What did they do as a result? Did they learn anything from that experience? [R.CCR.1]
4. What did you learn from reading their story? What can you do to actively combat racism, discrimination, and/or prejudice in your daily life? [AC.9-12.20]

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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

On the IAT, you may find it easier to pair certain attributes with one group of people compared to another. Your IAT results may depart from your personal beliefs.

Note: This site is designed for adults, aged 18 or older.

Data Privacy: Data exchanged with this site are protected by SSL encryption. Project Implicit uses the same secure hypertext transfer protocol (HTTPS) that banks use to securely transfer credit card information. This provides strong security for data transfer to and from our website. IP addresses are routinely recorded, but are completely confidential. For research purposes, data without directly identifying information is made publicly available. You can find more information on our Data Privacy page.

Important disclaimer: In reporting to you results of any IAT test that you take, we will mention possible interpretations that have a basis in research done (at the University of Washington, University of Virginia, Harvard University, and Yale University) with these tests. However, these Universities, as well as the individual researchers who have contributed to this site, make no claim for the validity of these suggested interpretations. If you are unprepared to encounter interpretations that you might find objectionable, please do not proceed further. You may prefer to examine general information about the IAT before deciding whether or not to proceed.

If you have questions about the study, please contact Project Implicit at questions@projectimplicit.net. To obtain more information about the study, ask questions about the research procedures, express concerns about your participation, or report illness, injury or other problems, please contact:

Tonya R. Moon, Ph.D.
Chair, Institutional Review Board for the Social and Behavioral Sciences
One Morton Dr Suite 500
University of Virginia, P.O. Box 800392
Charlottesville, VA 22908-0392
Email: irbsbshelp@virginia.edu
Website: https://research.virginia.edu/irb-sbs
Website for Research Participants: https://research.virginia.edu/research-participants

I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed using a touchscreen OR using a keyboard.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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This activity has the potential to be uncomfortable for students and you, the teacher. However, I think that discomfort when discussing race and racism is arguably necessary. I believe that completing and addressing the IAT is an eye-opening experience and discussion starter. This activity can pave the way for students to be more aware of their decisions and try to make conscious choices to be unbiased.

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The remaining class time will be used to explain the Implicit Association Test to students in terms of what the test measures and how it measures it. Students will be asked to complete the Race IAT as homework. They will need to record or screenshot their answers. At the beginning of the next class meeting, students will write a brief reflection. Then, there will be a class discussion to review the IAT, how we feel about our scores and the accuracy of the test, and what we can do to prevent subconscious biases.

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In what ways did the videos shown help you to better understand race and privilege?

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Race & Privilege: A Social Experiment | Regardless Of Race | CNA Insider

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Play the following two videos: Sometimes You're A Caterpillar - YouTube and Race & Privilege: A Social Experiment | Regardless Of Race | CNA Insider - YouTube

Have students do a quick pair share for 2 minutes between the videos and then after completing both videos, have a short class discussion.

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1. Analyze media/articles to contextualize key terms: racism, discrimination, and stereotyping.
2. Participate in reading NYT article First Encounters with Racism to better understand and accept perspectives that aren’t their own.
3. Begin thinking about racism from a rhetorical and compassionate lens.

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1. What is prejudice?

2. How do we identify or recognize discrimination?

3. What does racism and discrimination look like in today’s world?

4. How are race, discrimination, and profiling connected to Born a Crime?

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Students will be given time at the beginning of the next class period to continue their discussion and prepare to present their group’s answers to the class. The expectation for this low-stakes “presentation” is that more than 1 student within a group speaks. The way I would make sure of this is by calling on a student in the group to pick a question to answer.

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First Encounters With Racism (Published 2017)

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Race/Related and Youth Radio partnered to ask teenagers to share stories of their earliest experiences dealing with race.

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Divide students into 4 groups to complete this reading: First Encounters With Racism - The New York Times (nytimes.com). This article tells the stories of four teens— Riley, Marianne, Maya, and Jose— and their first experiences with racism. Each group will be assigned one of the four teen's stories. Within their groups, students will read the article aloud and answer discussion questions.

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R.CCR.1 Read closely to determine what a text states explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text.

SL.CCR.1  Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively

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JU.9-12.12 I can recognize, describe and distinguish unfairness and injustice at different levels of society.

AC.9-12.20 I will join with diverse people to plan and carry out collective action against exclusion, prejudice and discrimination, and we will be thoughtful and creative in our actions in order to achieve our goals