Prejudice in Society
Prejudice is primarily this (learned or inherited?).
What is learned?
ABAR stands for this.
What is Antibias and Antiracist Education?
A generalized belief about a group (can be “positive” or negative).
What is stereotype?
Values shape this.
What is behavior (decision-making)?
Minority status refers to this, not numbers.
What is power?
Institutional theory argues prejudice continues because of this.
What are systems/institutions maintaining inequality?
This classroom activity helps students map parts of their identity and what’s been validated or unseen.
What is an identity map?
A negative attitude toward a group and its members.
What is prejudice?
Confirmation bias is the tendency to do this with information.
$200: What is favor information that confirms your beliefs (ignore disconfirming evidence)?
Give one example of a group that may be a numerical majority but historically had less power.
Example: women in U.S. history; apartheid South Africa (white minority held power)
Interest theory emphasizes people protect this.
What is power/privilege?
“Asset lens” means viewing students primarily through this focus
What are strengths (assets) students bring?
Extreme prejudice that leads to hostility or hatred.
What is bigotry?
The critique of traditional value teaching: it can lead to this problem.
What is hypocrisy / surface-level compliance?
Children typically become aware of race/difference around these ages.
What are ages 3–6?
Name one rationalization: denial, victim blaming, or avoidance — and define it.
Denial: “prejudice isn’t real”
Victim blaming: “they caused it”
Avoidance: “it’s real but I won’t address it”
Name one goal of “I Am From” poems in ABAR work.
Examples: builds belonging, validates culture, connects learning to identity
The action taken based on prejudice.
What is discrimination?
Give one example of a classroom moment where confirmation bias might show up.
Example: assuming a student “doesn’t care” and only noticing off-task moments
Why early intervention matters for children’s attitudes about difference.
Examples: prevents bias from hardening; builds empathy and accurate language early
Given the phrase “Throws like a girl,” identify: (1) what’s wrong with it, and (2) a teacher response in the moment.
Problem: sexist stereotype, harms identity/belonging
Teacher response: interrupt + reframe (“We don’t use put-downs tied to gender. Let’s describe the skill we want to improve.”)
Give a concrete example of an asset-lens statement a teacher might say about a student.
Example: “Martez is a strong communicator and leader—let’s use that in today’s discussion roles.”
Put these in order from least to most extreme: stereotype, bigotry, bias, prejudice, discrimination.
What is bias → stereotype → prejudice → bigotry → discrimination?
Write one discussion question a teacher could use to help students reflect on values rather than “repeat the right answer.”
Example question: “What experiences shaped that belief? What evidence supports/complicates it?”
Provide one classroom strategy appropriate for early grades that supports positive multicultural attitudes.
Examples: diverse books; identity-affirming classroom visuals; structured discussion norms