What is bias, prejudice and discrimination?
Video / May 13, 2024
Transcript
(background music plays)
(video displays) The Logo of GBA PLUS appears on the left with the title “Bias Awareness DND/CAF GBA Plus Toolkit for Junior Officers and Non-Commissioned Leaders” on the right over a white background.
(video displays) A blue box with the text “Gender-based Analysis Plus or GBA Plus has been part of the Government of Canada since 1995. Since its inception, many parts of the Defence Team have been doing great work to apply GBA Plus in their respective areas. By watching and engaging with the videos in the GBA Plus toolkit, you are joining a broader movement for positive culture change through the application of GBA Plus in the defence environment” appears over a white background.
[Section 1. Key Concept]
(video displays) To the left, a blue box with a drawing of a key on top appears. The text inside the box reads “Awareness of bias, prejudice or discrimination is a key component of intersectional analysis like GBA Plus.” At its right, the five GBA Plus approach steps are listed inside interlocking circles arranged as a pentagon with the following text on the screen:
- Step 1. Identify the issue,
- Step 2. Identify people & their needs,
- Step 3. Identify differences and inequalities,
- Step 4. Develop options,
- Step 5. Implement, monitor & evaluate.
Narrator: Being aware of when and where bias, prejudice, or discrimination occurs is part of intersectional analysis.
(video displays) The title “Bias, Prejudice and Discrimination” appears on top, in a black rectangle. To the left the illustration of a group of people of different genders, ages, and races appears, superimposed by a graphic of four question marks inside speech bubbles. To the right, a navy-blue box with the text “True or False?” appears.
Narrator: So, let’s learn more about them through a series of True or False statements.
[Section 2. True or False 1]
(video displays) The question “True or False?” appears in the middle of the screen inside a square with a white border and navy-blue background.
Narrator: True or False?
(video displays) The text “Everyone has biases” appears in the middle of the screen inside a square with a black border and white background.
Narrator: Everyone has biases.
(video displays) The text “Everyone has biases” appears again in the middle of the screen inside a square with a black border and egg-white background. Underneath the word “True” appears.
Narrator: The statement is true.
(video displays) A black and white photo of a group of people of different genders, ages, and races in fills up the screen. The text “Bias is part of human nature” appears superimposed in the middle of the screen.
Narrator: Bias is part of human nature, and we all have them.
(video displays) The same black and white photo of a group of people continues to be the screen background. The text “automatically & quickly” appears superimposed in the middle of the screen. The phrase is then replaced by “groups & categories.”
Narrator: As humans, we automatically and quickly process information into groups and categories to make sense of the world.
(video displays) The same photo of a group of people continues to be the screen background, now in grey tones. The text “conscious (explicit)” and “unconscious (implicit)” appear superimposed in the middle of the screen.
Narrator: Biases can occur both consciously (also known as explicit bias) or unconsciously (also known as implicit bias).
(video displays) A stylized photograph of DND/CAF members in a field is shown. The photograph then becomes black and white, with a drawing of a pensive person fades in, a thought bubble at its right with the text “First impressions”.
Narrator: For example, imagine first impressions when you join a team after getting posted.
What are the first thoughts that may come to your mind when you meet your new team members, and what are the first thoughts that may come to their mind when they first meet you?
(video displays) To the left, a drawing of the head of a person with three gears appears. A large thought bubble with the text “Where do these thoughts come from?” is shown.
Narrator: Where do these thoughts come from, and why?
(video displays) The same black and white photo of a group of people reappears as the screen background. The text “every person” appears superimposed in the middle of the screen. The phrase is then replaced in quick succession by “bias is not harmless”, “we have a responsibility”, “words, actions, interactions”.
Narrator: Although every person has their own biases, they are not harmless. We have a responsibility to be aware of our own biases, to ensure that they do not influence our words, actions, and interactions.
[Section 3. True or False 2]
(video displays) The question “True or False?” appears in the middle of the screen inside a square with a white border and navy-blue background.
Narrator: True or False?
(video displays) The text “Bias & prejudice are the same” appears in the middle of the screen inside a square with a black border and white background.
Narrator: Bias and prejudice are the same.
(video displays) The text “Everyone has biases” appears again in the middle of the screen inside a square with a black border and egg-white background. Underneath the word “False” appears.
Narrator: The statement is false.
(video displays) The same black and white photo of a group of people reappears as the screen background. The text “Related but not the same” appears superimposed in the middle of the screen.
Narrator: Although related, bias and prejudice are not the same.
(video displays) The title “Bias” appears on top, in a black rectangle. To the left, a plus sign inside a circle appears. To the right, a minus sign inside a circle is shown. The plus and minus sign fade away, replaced by a smaller plus and minus signs inside circles on the left. On the right, the text “Bias: positive or negative, for or against something or someone” inside a square with a black border and white background appears.
Narrator: Bias can either be positive or negative, as bias is a tendency or inclination toward or against something or someone.
(video displays) The title “Prejudice” appears on top, in a black rectangle. The text “Prejudice are negative attitudes, beliefs and judgments about people” appear, inside a square with a black border. Below the text, a drawing of a group of people is shown.
Narrator: Prejudice on the other hand refers to negative attitudes, beliefs, and judgments about people and groups of people.
(video displays) The title “Prejudice” appears on top, in a black rectangle. The text “Prejudice often begins as a stereotype” appears letter by letter. It then disappears letter by letter, being replaced by the text “over-generalizations or assumptions about individuals”.
Narrator: Prejudice often begins as a stereotype which are over-generalizations or assumptions about individuals only because they share the same background as other members of a group or community.
[Section 4. True or False 3]
(video displays) The question “True or False?” appears in the middle of the screen inside a square with a white border and navy-blue background.
Narrator: Now, let’s look at the next statement. True or False?
(video displays) The text “Prejudice & discrimination are related to social identity factors” appears in the middle of the screen inside a square with a black border and white background.
Narrator: Prejudice and discrimination are related to social identity factors.
(video displays) The text “Prejudice & discrimination are related to social identity factors” appears again in the middle of the screen inside a square with a black border and egg-white background. Underneath the word “True” appears.
Narrator: The statement is true.
(video displays) To the left, the text “Prejudice and discrimination are related to social identity factors” appears. To the right, a 12-pointed asterisk with the words “social identity factors” at the centre is shown with the words, “age, location, race & ethnicity, language, sexual orientation, rank, unit, occupation, immigration & citizenship, socio-economic status, gender, family status” in its spokes. This is the wheel of social identity factors.
Narrator: Both prejudice and discrimination are associated with various social identity factors.
(video displays) To the left, the text “Prejudice is the attitude” appears inside a square with a white border over a black background. To the right, the text “Discrimination is the behaviour” appears inside a square with a white border over a black background.
Narrator: While prejudice is the attitude, discrimination is the behaviour based upon these attitudes.
(video displays) To the left, an illustration of Canada appears, decorated with red maple leaves. To the right, the text “Discrimination is an action or a decision that treats a person or group badly” appears inside a grey square. The text then disappears letter by letter and is replaced by “Social identity factors identified as protected groups within Canadian law”, appearing letter by letter.
Narrator: In Canada, discrimination is an action or a decision that treats a person or a group badly because of social identity factors that have been identified as protected groups within the law such as age, religion, gender, or family status.
(video displays) To the left, an illustration of Canada appears, with an illustration of six raised hands of differing skin tones both fair and dark skin tones. To the right, the text “Traditionally marginalized populations experiencing biases, prejudice and discrimination” appears inside a grey square. The text then disappears letter by letter and is replaced by “Social identity factors identified as protected groups within Canadian law”, appearing letter by letter.
Narrator: Often, we hear about traditionally marginalized populations who have historically experienced biases, prejudice, and discrimination.
(video displays) In the middle of the screen, an illustration of a woman with white skin, long hair and rosy cheeks is shown. The left half of the illustration depicts a young woman with smooth skin and brown hair. The right half of the illustration depicts an older woman with wrinkles and white hair.
Narrator: For example, young people and older people have been traditionally marginalized due to their age.
(video displays) A stylized photograph of young DND/CAF members of diverse genders sitting around a table is shown. The photograph fades away and is replaced by a stylized photograph of three older DND/CAF members, one man to the left, a woman in the middle, and another man to the right.
Narrator: Going back to the team example from before, newly posted members could encounter a prejudice that young workers don’t work hard, or older members are simply waiting to retire.
(video displays) The stylized photograph of DND/CAF members in a field from before is shown, in shades of grey. The text “morale, team dynamics, career opportunities” appears superimposed to the right.
Narrator: Acting on this belief would be not assigning any meaningful tasks to them. This potential prejudice and discriminatory behaviour can affect morale, team dynamics, and career opportunities.
(video displays) The title “Ageism” appears on top, in a black rectangle. In the middle of the screen, the illustration of a woman with white skin, long hair and rosy cheeks is shown again.
Narrator: The prejudice and discrimination they may experience is based upon ageism.
(video displays) In the middle of the screen, the text “Prejudice and discrimination” appears inside a square with a black border over a white background. It then fades away, being replaced by the words “ableism racism, sexism, homophobia, classism, colonialism” appearing in black rectangles over a white background, each of the fading to grey after they are said by the narrator.
Narrator: Prejudice and discrimination include ableism, racism, sexism, homophobia, classism, and colonialism.
(video displays) To the left, the text “Prejudice and discrimination are related to social identity factors” appears. To the right, a 12-pointed asterisk with the words “social identity factors” at the centre is shown with the words, “age, location, race & ethnicity, language, sexual orientation, rank, unit, occupation, immigration & citizenship, socio-economic status, gender, family status” in its spokes. This is the wheel of social identity factors.
Narrator: Each of these are related to the social identity factors of...
(video displays) In quick succession, a series of words appear on the screen connected by a upside down arrow. The word “ableism” with an arrow towards the word “disability”. The word “racism” with an arrow towards the word “race or ethnicity”. The word “sexism” with an arrow towards the word “gender”. The word “homophobia” with an arrow towards the word “sexual orientation”. The word “classism” with an arrow towards the word “income”. The word “colonialism” with an arrow towards the word “Indigeneity”.
Narrator: ...disability, race or ethnicity, gender, sexual orientation, income, and Indigeneity.
(video displays) The text “Microaggressions” appears in the middle of the screen inside a black square over a grey background. It fades away as the text “Bias, prejudice & discrimination” appear letter by letter. The text then fades away letter by letter, being replaced in quick succession by the phrases “everyday interaction” and “in and outside of work”
Narrator: Microaggressions are an example of how bias, prejudice, and discrimination can occur in our everyday interactions in and outside of work.
(video displays) The text “Microaggressions” appears in the middle of the screen inside a black square over a grey background. To the left, two white rectangles with the words “subtle” and “indirect” appear, followed by two white rectangles with the words “comment” and “action” to the right. The word “person” appears at the top and the word “group” appears at the bottom.
Narrator: A microaggression can be a subtle or indirect comment or action that expresses a prejudice against a person or group of people often towards a traditionally marginalized group.
(video displays) The text “Microaggressions are felt & experienced” appears in the middle of the screen inside a black square over a grey background.
Narrator: Although a microaggression can be unintentional, the negative impact on people receiving the microaggression is still felt and experienced.
[Section 5. Techniques]
(video displays) To the left, a blue box with a drawing of a key on top appears. The text inside the box reads “Awareness of bias and assumptions can help reduce their occurrence and impact.” At its right, the five GBA Plus approach steps are listed inside interlocking circles arranged as a pentagon with the following text on the screen:
- Step 1. Identify the issue,
- Step 2. Identify people & their needs,
- Step 3. Identify differences and inequalities,
- Step 4. Develop options,
- Step 5. Implement, monitor & evaluate.
Narrator: GBA Plus is a tool that can help us to be more aware when bias and assumptions may occur, so that we can reduce when they happen and minimize their impact on people and situations.
(video displays) The text “Techniques we can use...” appears in the middle of the screen inside a square with a black border over a white background.
Narrator: Although it may not be completely possible to be free of bias, there are techniques we can use such as
(video displays) The text “Understanding that bias exists and how it can occur” appears letter by letter, inside a square with a black border. Below the text, a drawing of a group of people is shown. Then, the text disappears letter by letter.
Narrator: One: Understanding that bias exists and how it can occur.
(video displays) The text “Increasing our self-awareness & emotional intelligence” appears letter by letter, inside a square with a black border. Below the text, a drawing of a group of people is shown. Then, the text disappears letter by letter.
Narrator: Two: Increasing our self-awareness and emotional intelligence (or EQ).
(video displays) The text “Expanding our mindsets such as using GBA Plus to challenge assumptions” appears letter by letter, inside a square with a black border. Below the text, a drawing of a group of people is shown. Then, the text disappears letter by letter.
Narrator: Three: Expanding our mindsets such as using GBA Plus to challenge assumptions.
(video displays) The text “Creating a safer space for discussion, feedback, and opportunities to learn” appears letter by letter, inside a square with a black border. Below the text, a drawing of a group of people is shown. Then, the text disappears letter by letter.
Narrator: Four: Creating a safer space for discussion, feedback, and opportunities to learn
(video displays) The text “Committing to and taking action towards inclusion” appears letter by letter, inside a square with a black border. Below the text, a drawing of a group of people is shown. Then, the text disappears letter by letter.
Narrator: And five: Committing to and taking action towards inclusion.
[Section 6. Learning Application]
(video displays) A stylized photograph of DND/CAF members in uniform sitting in a classroom with the text “learning application” is shown.
Narrator: For next steps, consult the Bias Awareness job aid and explore how to grow in demonstrating inclusive behaviours in your day-to-day activities in the workplace as one tangible way to reducing bias.
(video displays) The stylized photograph of the embroidered Canadian flag of a DND/CAF member uniform with the text “Thank You” is shown.
Narrator: By watching and engaging with the materials in this toolkit, you are joining a broader movement for positive culture change through the application of GBA Plus.
Thank you!
(video displays) The stylized photograph fades away and is replaced by the text “Bias Awareness: A Key Component to Applying GBA Plus” DND/CAF GBA Plus Toolkit for Junior Officers & Non-Commissioned Leaders.
Page details
- Date modified: