demonstrate how critical thinking will address discriminating behaviour

How to Demonstrate Critical Thinking

We live in the Information age—barraged by news and other content, and surrounded by information sources such as online archives, ebooks, webinars, blogs and more.

In this article, we will look at how to demonstrate critical thinking in all areas of our lives, including:

What is critical thinking?

There are three barriers to critical thinking : biases and prejudices, false information, and close-mindedness or the belief that “I am always right.”

Socrates, the Father of Philosophy, said that the wisest man is someone who “knows that he does not know.” Critical thought must begin with intellectual humility and the desire to continuously learn.

But what do we need to develop our journey on how to demonstrate critical thinking? According to The Foundation of Critical Thinking , there are two components:

Habits of critical thinkers

Critical thinking isn’t a function of IQ or education. It lies in our thinking habits, or the kind of process we use when we’re faced with information. Here are same ways how to demonstrate critical thinking:

How to demonstrate critical thinking at job interviews

Companies will usually test the critical thinking skills of job candidates by asking for examples when they showed observation and analysis, problem solving, creativity, and communication or conflict resolution.

They may ask it directly (ex. “Tell me about a problem you solved in your last job”) or provide a scenario (ex. “What would you do if you had to deal with the complaint of a very angry client?”).

How to demonstrate critical thinking at work

Workplace stress is often caused by conflict and lack of resources, or unexpected problems that can cause delays or increase costs. Critical thinking can help you deal with these issues in a positive, productive way.

Ask useful questions at meetings

Promote the teamwork approach to problem-solving.

Getting multiple perspectives will drive insight and innovation. It also gets everyone’s buy-in, because they feel they were part of the process.

Embrace learning

Grab every opportunity to learn from experience, and from others. Take on challenging roles, especially if it gives you the chance to develop a skill, or work with someone you respect.

How to demonstrate critical thinking in your writing

Whether you’re writing your MBA thesis, a project report, or a sales presentation, you need to be able to present your ideas in a clear, convincing way.

Critical Thinking Interview Questions & Answers

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What are the top 20 best critical thinking books, best decision making books: top picks for strategic minds, thinking critically about new information, critical thinking and the decision making process, download this free ebook.

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Resources for teaching about prejudice and discrimination

• Schools and Classrooms
• Racism, Bias, and Discrimination

The website Breaking the Prejudice Habit began as an immersive learning project funded by the Virginia Ball Center for Creative Inquiry at Ball State University. Mary Kite, the project director, selected an interdisciplinary team of 14 students to find ways to “break the prejudice habit” (Devine, Monteith, Zuwerink & Elliot, 1991). The group chose the name “AHA (Awareness, Harmony and Acceptance) Advocates” and they defined their mission as “working together to spread awareness of the problem of prejudice and discrimination, establishing harmony between groups, and promoting acceptance of differences.” This is a tall order by any standard, but their energy and enthusiasm began a journey that continues today. The Virginia Ball students created a set of group activities and videos designed for teaching about social change. The tools focused on the development of multicultural competence — that is, becoming aware of one’s own cultural values and biases, learning to value other worldviews, and developing interpersonal skills that are culturally appropriate (Mio, Barker & Rodriguez, 2016; Winterowd, Adams, Miville & Mintz, 2009). The seminar students created group activities, interviewed activists, wrote and filmed videos, and created a Facebook page. In recent years, 14 additional students have continued this work, contributing to the site as volunteers or for class credit. Three diversity consultants also contributed a teaching activity.

Our website was recognized with a Social Psychology Action Teaching Award (Honorable Mention, 2014) and by an Innovative Teaching Award (Honorable Mention, 2014) by the Society for the Scientific Study of Social Issues. The site currently hosts:

• Twenty different hands-on group activities, designed to be used with minimal preparation. Each page includes the activity objective, time required to complete it, instructions, suggested group size, and all the materials needed to implement the activity; most also include a short summary of the background literature. The provided discussion questions can help facilitate conversations in the classroom.
• Four public service announcements that students wrote, filmed and edited.
• Sixteen video diaries of people from diverse backgrounds talking about their personal experiences with prejudice.
• Thirteen interviews with social justice advocates.
• Definitions of terms that are commonly used when talking about diversity.

In addition, we have compiled lists of materials that can be used in diversity-related courses. These include:

• Fifty podcasts that can be used to provide background for discussion. Topics include anti-fat bias; implicit bias; women in science, technology, engineering and mathematics; ability status and many more.
• Social justice songs, categorized by topic (e.g., sexism and gender roles, ageism, race/ethnicity); these can be used at the beginning of class to set the stage for discussion of social activism or diversity-related topics.
• Videos (e.g., film clips and commercials) also categorized by topic (e.g., microaggressions, Islamophobia, prejudice against sexual minorities). 

Most of the group activities have been tested in courses such as the psychology of diversity and the psychology of prejudice and discrimination. Several have been used in diversity workshops with faculty and other professionals. Many of these activities were peer-reviewed by the Society for the Teaching of Psychology’s Office of Teaching Resources in Psychology . One of the goals of the activities is to get students thinking about what happens in their own lives and to open discussion about difficult topics. The activities are created with high school and college students in mind, although several can be modified to fit younger students’ needs or changed to work with other audiences. All of the resources are open source; we encourage you to use them, share them and provide us with feedback about how well they worked. Suggestions for podcasts and videos are always welcome. We also encourage you to “like” our Facebook page ; there we post stories, with an eye toward those that show how diversity can be a positive experience (see Dunn, Gurung, Naufel & Wilson, 2013).

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Dunn, D.S., Gurung, R.A.R., Naufel, K.Z. & Wilson, J.H. (2013). Teaching about controversial issues: An introduction. In D.S. Dunn, R.A.R. Gurung, K.Z. Naufel, & J.H. Wilson (Eds.). Controversy in the psychology classroom: Using hot topics to foster critical thinking (pp. 3-10). Washington, D.C.: American Psychological Association. doi: 10.1037/14038-001.

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Winterowd, C.L., Adams, E., M., Miville, M.L., & Mintz, L.B. (2009). Operationalize, instilling, and assessing counseling psychology training values related to diversity in academic programs. The Counseling Psychologist, 37 , 676-704. doi: 10.1177/0011000009331936.

About the authors

Taking a Strengths-Based Approach to Address Discrimination Experiences in a Clinical Context

• First Online: 12 June 2019

Cite this chapter

• Jeff Klibert 3 &
• Brianna Allen 3  

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This chapter outlines how positive psychological practices can enhance cultural competence in a clinical context. Specifically, the chapter aims to highlight how positive psychological assessments and interventions help clients offset the effects of discrimination in building a culturally informed sense of resilience and well-being. Few traditional forms of treatment offer guidelines to help clinicians acknowledge and address discrimination experiences in a manner honoring a client’s worldview, incorporating a client’s healing traditions, and restoring a client’s sense of cultural dignity. If left unaddressed or inadequately addressed, discrimination experiences may serve as a significant barrier to the therapeutic process. Given the importance of strength-building as a mechanism to encourage and maintain cultural competence, this chapter will offer a set of guidelines, informed by empirically supported positive psychological practices, to appropriately acknowledge and address discrimination experiences in treatment. Initially, we focus on defining multicultural competence with special attention to efforts aimed at reducing the effects of discrimination within a sociocultural framework. Next, we consider different positive psychological practices and how they promote strength and resilience in the face of cultural stressors. In particular, we will focus on positive psychological assessments and how they can be used early in the treatment process to set a foundation for culturally informed strength. We will supplement this discussion by highlighting how narrative and storytelling interventions empower clients to capitalize on their strengths to face cultural stress. Finally, the chapter concludes with a call to action; we encourage mental health professionals to approach challenging discrimination experiences with a mind toward sensitive, holistic, and transformative practices. Overall, the chapter offers a strength-based process whereby clinicians can demonstrate greater multicultural competence in working with the unique identities, needs, and values of their clients.

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Culture and Minorities: Positive Psychology and Positive Psychiatry Perspectives

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The term cultural minority is used in this chapter to represent individuals whose values, norms, and identity statuses vary from the majority with regard to race, ethnicity, gender, sexuality, religion, age, ability, geographic location, etc.

In the current chapter, we explore discrimination inclusively, occurring across different social contexts and associated with different facets of culture (e.g., racism, homophobia, ageism, sexism, xenophobia, classism).

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Klibert, J., Allen, B. (2019). Taking a Strengths-Based Approach to Address Discrimination Experiences in a Clinical Context. In: Van Zyl, L., Rothmann Sr., S. (eds) Theoretical Approaches to Multi-Cultural Positive Psychological Interventions. Springer, Cham. https://doi.org/10.1007/978-3-030-20583-6_2

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• Mind Mapping: A Creative Problem Solving Tool
• Design Thinking Techniques: A Comprehensive Overview
• Exploring the Serendipity Technique of Creative Problem Solving
• Brainwriting: A Group Brainstorming Technique
• Analytical problem solving
• Identifying root causes
• Analyzing consequences
• Brainstorming solutions
• Heuristic problem solving
• Using analogies
• Applying existing solutions
• Trial and error
• Creative problem solving
• Mind mapping
• Brainstorming
• Lateral thinking
• Research skills
• Interpreting information
• Data collection and analysis
• Identifying patterns
• Critical thinking skills
• Recognizing bias
• Analyzing arguments logically
• Questioning assumptions
• Communication skills
• Negotiation and compromise
• Listening skills
• Explaining ideas clearly
• Planning techniques
• SWOT analysis
• Gantt charting
• Critical path analysis
• Decision making techniques
• Force field analysis
• Paired comparison analysis
• Cost-benefit analysis
• Root cause analysis
• Five whys technique
• Fault tree analysis
• Cause and effect diagrams
• Brainstorming techniques
• Brainwriting
• Brainwalking
• Round-robin brainstorming
• Creative thinking techniques
• Serendipity technique
• SCAMPER technique
• Innovation techniques
• Value innovation techniques
• Design thinking techniques
• Idea generation techniques
• Personal problems
• Deciding what career to pursue
• Managing finances effectively
• Solving relationship issues
• Business problems
• Increasing efficiency and productivity
• Improving customer service quality
• Reducing costs and increasing profits
• Environmental problems
• Preserving natural resources
• Reducing air pollution levels
• Finding sustainable energy sources
• Individual brainstorming techniques
• Thinking outside the box
• Word association and random word generation
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• Synectics technique
• Online brainstorming techniques
• Online whiteboarding tools
• Virtual brainstorming sessions
• Collaborative mind mapping software
• Team activities
• Group decision making activities
• Debate activities and role-play scenarios
• Collaborative problem solving games
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• Creative writing exercises and storyboards
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• Games and puzzles
• Crossword puzzles and Sudoku
• Logic puzzles and brain teasers
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• Types of decisions
• Structured decisions
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• Recognizing Bias: A Problem Solving and Critical Thinking Skills Guide

Learn how to identify and address bias in decision making with our guide to recognizing bias in problem solving and critical thinking.

In today's world, it is becoming increasingly important to recognize bias and how it can affect our decision-making. Bias can cloud our judgement, lead us to make decisions that are not in our best interests, and limit our ability to solve problems effectively. In this guide, we will explore the concept of recognizing bias and how it can be used as a tool for developing critical thinking and problem-solving skills. We will discuss the various types of biases, why recognizing them is important, and how to identify and counteract them.

Confirmation bias

Cognitive bias.

This type of bias can lead to unfair judgments or decisions. Other common types of bias include cultural bias, which is the tendency to favor one’s own culture or group; and political bias, which is the tendency to favor one’s own political party or beliefs. In order to identify and address bias in oneself and others, it is important to be aware of potential sources of bias. This includes personal opinions, values, and preconceived notions. Being mindful of these potential sources of bias can help us become more aware of our own biases and recognize them in others.

Additionally, it is important to be open-minded and willing to consider alternative perspectives. Additionally, it is helpful to challenge our own assumptions and beliefs by questioning them and seeking out evidence that supports or refutes them. The potential implications of not recognizing or addressing bias are significant. If left unchecked, biases can lead to unfair decisions or judgments, as well as inaccurate conclusions. This can have serious consequences for individuals and organizations alike.

Implications of Not Recognizing or Addressing Bias

Strategies for identifying and addressing bias.

Recognizing bias in oneself and others is an important part of making informed decisions. There are several strategies that can be used to identify and address bias. One of the most effective strategies is to take a step back and look at the situation objectively. This involves examining the facts and assumptions that are being used to make decisions.

It can also involve assessing the potential impact of decisions on multiple stakeholders. By removing personal biases from the equation, it is possible to make more informed decisions. Another important strategy for identifying and addressing bias is to question the sources of information. It is important to consider the credibility of sources, as well as any potential biases that may be present.

Fact-checking sources and considering multiple perspectives can help identify any potential biases in the information being used. In addition, it is important to remain aware of our own biases. We all have preconceived notions about certain topics that can affect our decision-making process. By being mindful of our biases, we can avoid making decisions that are influenced by them. Finally, it is important to be open to other perspectives and willing to engage in meaningful dialogue with others.

Types of Bias

Halo effect, what is bias.

It can be an unconscious preference that influences decision making and can lead to adverse outcomes. It is important to recognize bias because it can have a negative impact on our ability to make sound decisions and engage in problem solving and critical thinking. Bias can manifest itself in various ways, from subtle mental shortcuts to overt prejudices. Types of bias include confirmation bias, where we seek out information that confirms our existing beliefs; availability bias, where we base decisions on the information that is most readily available; and representativeness bias, where we assume that two events or objects are related because they share similar characteristics. Other forms of bias include halo effect, where a single positive quality or trait can influence the perception of an entire person; and stereotyping, which is the tendency to make judgments about individuals based on their perceived membership in a certain group. It is important to recognize bias in ourselves and others so that we can make informed decisions and engage in problem solving and critical thinking.

Sources of Bias

Bias can have a profound effect on decisions, leading to outcomes that are not based on facts or evidence. Personal opinions and values can lead to biased decision-making. They can be shaped by past experiences, cultural background , and other personal factors. For example, someone's opinion about a certain topic may be based on what they have previously heard or read. Similarly, preconceived notions can also lead to biased conclusions. Cultural norms can also play a role in creating bias.

For instance, people may be more likely to believe information from a source they trust or respect, even if it is not based on fact. Similarly, people may be more likely to make decisions that conform to the expectations of their culture or society. In addition, people can also be influenced by their own prejudices or stereotypes. This type of bias can lead to unfair treatment of certain individuals or groups of people. Finally, it is important to be aware of the potential for confirmation bias, where people will seek out information that confirms their existing beliefs and disregard any contradictory evidence. By recognizing and understanding these sources of bias, people can make more informed decisions and engage in more effective problem solving and critical thinking.

In conclusion, recognizing and addressing bias is an essential part of problem solving and critical thinking. Bias can come from many sources, including our own beliefs, cultural norms, and past experiences. Knowing the types of bias and strategies for identifying and addressing them can help us make informed decisions and better engage in critical thinking. Taking time to reflect on our own biases is also important for making unbiased decisions.

Ultimately, recognizing and addressing bias will improve our problem-solving and critical thinking skills.

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• Exploring Online Whiteboarding Tools for Brainstorming
• Using Analogies to Solve Problems
• Visualization Activities and Drawing Exercises
• Cause and Effect Diagrams: A Problem-Solving Technique
• Brainstorming Solutions: A Problem-Solving Guide
• Analyzing Consequences: A Problem Solving Strategy
• Applying Existing Solutions for Problem Solving Strategies
• Virtual Brainstorming Sessions: A Comprehensive Overview
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• Creative Writing Exercises and Storyboards
• Identifying Root Causes
• Exploring the SCAMPER Technique for Creative Problem Solving
• Making Complex Decisions: A Comprehensive Overview
• Round-robin brainstorming: Exploring a Group Brainstorming Technique
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• Group Decision Making Activities
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• Reducing Costs and Increasing Profits: A Problem Solving Example
• Managing Your Finances Effectively
• Paired Comparison Analysis: A Comprehensive Overview
• Idea Generation Techniques: A Comprehensive Overview
• Thinking Outside the Box: An Overview of Individual Brainstorming Techniques
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Identifying Patterns: A Practical Guide

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11. Stereotypes, Prejudice, and Discrimination

Thinking like a social psychologist about stereotyping, prejudice, and discrimination.

This chapter has focused on the ways in which people from different social groups feel about, think about, and behave toward each other. In most cases, we have positive thoughts and feelings about others, and our interactions with them are friendly and positive. And yet in other cases, there is a potential for negative interactions, and in rare cases, even hostility and violence.

Look again at the pictures in Figure 11.2 and carefully consider your thoughts and feelings about each person. Does the image bring some stereotypes to mind? What about prejudices? How do you think your impressions of the individuals might influence your behavior toward them? Do you hold these beliefs yourself, or do you know people who do? Can you see how quickly you or other people might make judgments about these individuals, based on the culturally relevant stereotypes, and how those judgments might lead to discrimination? What might be the negative outcomes of the stereotypes on the person?

We hope that you can now see, perhaps more clearly than you did before, that social categorization is all around us. We think about other people in terms of their group memberships, and this is entirely natural. But perhaps you are now able to see the processes more fully. We hope you can see that categorization has some benefits—it allows us to think about ourselves as members of valued groups, for instance—but it also has some potential negative outcomes, including overgeneralized stereotyping and ingroup favoritism. We hope that you are now more aware how easily we categorize others, how quickly we learn stereotypes, and how fast ingroup favoritism develops and that you can better see the impact these processes have on our judgments of others.

You will now be able to see that prejudice, discrimination, and stereotypes reflect, respectively, the ABCs of affect, behavior, and cognition. And because you are thinking like a social psychologist, you will realize that prejudice is not unusual—that it results in large part from self-concern. We like our own groups because we feel good about them and see them as similar. But we can improve our attitudes toward outgroups by focusing on other-concern—by being more inclusive and including more different people into our ingroups. Perhaps the best thing we can do is to recategorize such that we see all people as human beings; we are all in the same ingroup, and we should treat everyone the way we would like them to treat us—with respect.

We hope your new knowledge can help you in your own relationships with others. Is it possible that you have ingroup favoritism that you were not aware of? Or perhaps you hold stereotypes about other groups that you would like to avoid holding? You should now be able to see how better to avoid being prejudiced yourself. And you are now perhaps more aware of the importance of social norms—we must work to prevent those norms from allowing prejudice. To stop prejudice, you must be willing to interact with people from other groups, and you must confront prejudice when you see it occurring. These behaviors may be difficult, but in the end they will help you be a better citizen.

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How to Respond to Discrimination and Bias

What to do if you are the target of discrimination, what to do if you witness discrimination, related content.

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Discrimination is the unjust treatment of people based on characteristics such as age, race, gender, sexual orientation, weight, disability, and more. Discrimination  is perpetuated by societal norms, cultural institutions, and through explicit or implicit bias. It can occur in such small ways, both in personal interactions and in how institutions are structured, that it can sometimes be difficult to recognize when we or someone we know is being discriminated against. Since discrimination has a very powerful effect on mental health and well-being, it is vital to understand how to recognize and respond to it in productive ways.

If you do recognize bias in action, it is important to address it if you feel safe doing so. Whether we are the target of discrimination, a witness to the discrimination of others, or noticing our own biases, taking active steps to address discrimination where we see it is a way that we can collectively create more equitable and healthy environments and relationships.

Discrimination can be structural, like refusing to rent a home to someone because of their race or refusing to hire someone for a job because of their sexual orientation. It can also be personal , like using derogatory language against someone of another race or reacting disrespectfully because of someone’s religious or ethnic practices and symbols. It can also come in the form of microaggressions : indirect, subtle, or unintentional comments or actions that are prejudicial toward a marginalized group.

If you feel you are the target of discrimination, consider taking one or more of the steps below.

Keep a Detailed Record of Discriminatory Actions

There are laws prohibiting discrimination against members of legally  protected groups, or those groups recognized as vulnerable to discrimination based on characteristics such as age, race, gender, disability, and more. This means institutions like schools, businesses, medical practices, and government agencies can face penalties for institutional discrimination against people in these groups.

But even with these protections in place, discrimination still occurs. If you are being discriminated against at work, school, or a business, it is recommended that you keep a record of the discrimination and share it with a manager, an administrator, or someone else with authority who can help correct the situation. Depending on the circumstance, this may look different, but some examples include:

• Save screenshots and messages to document personal instances of discrimination. For example, if someone sends you a homophobic text message or makes a racist remark in an email, save it as evidence.
• Make note of instances of discriminatory or derogatory language or actions. Include the dates and times of the incidents, what you saw and heard, and other circumstances, like if there was anyone else present.
• If it’s allowed and if you feel safe enough to do so, take photos or video to document the incident as it is occurring.

Take Care of Yourself

Experiencing discrimination and bias can take a toll on your mental health, especially if it is part of your everyday reality . The discrimination we experience can lead to elevated levels of stress, increased risk of depression and anxiety, and even an increased risk of suicidal thoughts. Discrimination can also lead to poor self-image, which can in some cases cause people to internalize the messages that they hear about the groups they belong to—this is called internalized bias.

Since it is not always possible to avoid situations in which we are the target of discrimination, finding ways of coping with what we experience, big and small, is important for our mental health. Try these strategies for coping:

• Practice positive self-talk. If you’re getting negative messages about your worth, it helps to focus on your strengths and your core values.
• Avoid dwelling. It’s very hard to shake off discrimination. Dwelling on negative experiences can actually cause higher levels of stress or anxiety.
• Practice mindfulness and meditation. Being the target of discrimination can stir up a lot of negative feelings including anger, sadness, and frustration. Mindfulness and meditation can help you get in touch with your feelings without judgment.
• Find community. Experiencing discrimination can be isolating. Having a strong support system among your family and friends can help. It can also be empowering to join groups of people in your community who have had similar experiences.
• Seek help from a mental health professional. Part of your support system can be a therapist who is trained in dealing with issues of discrimination .

Research shows that even when dicrimination is overt, witnesses are often hesitant to speak up—especially if there are many other people present. This is because of what’s known as the bystander effect: we hope that someone else will intervene because we do not want the pressure and the responsibility of assisting the person in distress. Many of us also fear that we will become the next target if we speak out. These feelings, which can sometimes be subconscious, often stop witnesses from doing anything at all.

And just as it’s sometimes hard to know if you are the target of discrimination, it’s not always easy to spot discrimination when it’s happening to someone else. But there are things we can do to address acts of discrimination and biased behavior as they happen.

What to Do In the Moment

• Do not leave the person who is being targeted alone with the person who is being discriminatory against them. Stay with the person being targeted until they feel they are safe.
• Offer your support to the person experiencing discrimination.
• If the conflict is not violent, try to calmly step in without escalating the situation.
• Calmly explain why what was said was harmful. Do so without ridiculing anyone, as that could escalate the situation.
• Lead with empathy and encourage others to empathize with the person who is being targeted.
• If the person who is being targeted is able to do so, allow them to speak rather than speaking for them.
• If the discriminatory act is taking place in a business or at a school, take detailed notes of what you witnessed immediately afterwards. Remember to include dates and times.
• If a crime has been committed, or you or others are in immediate danger, call 9-1-1. If you believe that a hate crime has been committed, additional steps can be taken after reporting the crime to ensure that your concerns are taken seriously.

What to Do If You’re Not Sure It’s Discrimination

If you are unsure if what you witnessed was a biased or discriminatory act against someone else or an unkind or rude gesture, the best approach is to be a supportive ally to the person who was targeted. Empathize with them, listen to what they need, and offer support when and how you can.

We may not be able to control the actions of other people or institutions, but we can control how we respond when we see or experience discrimination. Having the tools to effectively respond to and cope with discrimination can help us protect our mental health and improve our communities.

Understanding Discrimination and Bias

Understanding Bullying

How to Cope with Bullying 

How to Find the Right Therapist

How to Help a Friend Reach Out for Support

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Eight Instructional Strategies for Promoting Critical Thinking

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(This is the first post in a three-part series.)

The new question-of-the-week is:

What is critical thinking and how can we integrate it into the classroom?

This three-part series will explore what critical thinking is, if it can be specifically taught and, if so, how can teachers do so in their classrooms.

Today’s guests are Dara Laws Savage, Patrick Brown, Meg Riordan, Ph.D., and Dr. PJ Caposey. Dara, Patrick, and Meg were also guests on my 10-minute BAM! Radio Show . You can also find a list of, and links to, previous shows here.

You might also be interested in The Best Resources On Teaching & Learning Critical Thinking In The Classroom .

Current Events

Dara Laws Savage is an English teacher at the Early College High School at Delaware State University, where she serves as a teacher and instructional coach and lead mentor. Dara has been teaching for 25 years (career preparation, English, photography, yearbook, newspaper, and graphic design) and has presented nationally on project-based learning and technology integration:

There is so much going on right now and there is an overload of information for us to process. Did you ever stop to think how our students are processing current events? They see news feeds, hear news reports, and scan photos and posts, but are they truly thinking about what they are hearing and seeing?

I tell my students that my job is not to give them answers but to teach them how to think about what they read and hear. So what is critical thinking and how can we integrate it into the classroom? There are just as many definitions of critical thinking as there are people trying to define it. However, the Critical Think Consortium focuses on the tools to create a thinking-based classroom rather than a definition: “Shape the climate to support thinking, create opportunities for thinking, build capacity to think, provide guidance to inform thinking.” Using these four criteria and pairing them with current events, teachers easily create learning spaces that thrive on thinking and keep students engaged.

One successful technique I use is the FIRE Write. Students are given a quote, a paragraph, an excerpt, or a photo from the headlines. Students are asked to F ocus and respond to the selection for three minutes. Next, students are asked to I dentify a phrase or section of the photo and write for two minutes. Third, students are asked to R eframe their response around a specific word, phrase, or section within their previous selection. Finally, students E xchange their thoughts with a classmate. Within the exchange, students also talk about how the selection connects to what we are covering in class.

There was a controversial Pepsi ad in 2017 involving Kylie Jenner and a protest with a police presence. The imagery in the photo was strikingly similar to a photo that went viral with a young lady standing opposite a police line. Using that image from a current event engaged my students and gave them the opportunity to critically think about events of the time.

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

In the first picture, you see a strong and courageous black female, bravely standing in front of two officers in protest. She is risking her life to do so. Iesha Evans is simply proving to the world she does NOT mean less because she is black … and yet officers are there to stop her. She did not step down. In the picture below, you see Kendall Jenner handing a police officer a Pepsi. Maybe this wouldn’t be a big deal, except this was Pepsi’s weak, pathetic, and outrageous excuse of a commercial that belittles the whole movement of people fighting for their lives.

I - Identify a word or phrase, underline it, then write about it for two minutes

A white, privileged female in place of a fighting black woman was asking for trouble. A struggle we are continuously fighting every day, and they make a mockery of it. “I know what will work! Here Mr. Police Officer! Drink some Pepsi!” As if. Pepsi made a fool of themselves, and now their already dwindling fan base continues to ever shrink smaller.

R - Reframe your thoughts by choosing a different word, then write about that for one minute

You don’t know privilege until it’s gone. You don’t know privilege while it’s there—but you can and will be made accountable and aware. Don’t use it for evil. You are not stupid. Use it to do something. Kendall could’ve NOT done the commercial. Kendall could’ve released another commercial standing behind a black woman. Anything!

Exchange - Remember to discuss how this connects to our school song project and our previous discussions?

This connects two ways - 1) We want to convey a strong message. Be powerful. Show who we are. And Pepsi definitely tried. … Which leads to the second connection. 2) Not mess up and offend anyone, as had the one alma mater had been linked to black minstrels. We want to be amazing, but we have to be smart and careful and make sure we include everyone who goes to our school and everyone who may go to our school.

As a final step, students read and annotate the full article and compare it to their initial response.

Using current events and critical-thinking strategies like FIRE writing helps create a learning space where thinking is the goal rather than a score on a multiple-choice assessment. Critical-thinking skills can cross over to any of students’ other courses and into life outside the classroom. After all, we as teachers want to help the whole student be successful, and critical thinking is an important part of navigating life after they leave our classrooms.

‘Before-Explore-Explain’

Patrick Brown is the executive director of STEM and CTE for the Fort Zumwalt school district in Missouri and an experienced educator and author :

Planning for critical thinking focuses on teaching the most crucial science concepts, practices, and logical-thinking skills as well as the best use of instructional time. One way to ensure that lessons maintain a focus on critical thinking is to focus on the instructional sequence used to teach.

Explore-before-explain teaching is all about promoting critical thinking for learners to better prepare students for the reality of their world. What having an explore-before-explain mindset means is that in our planning, we prioritize giving students firsthand experiences with data, allow students to construct evidence-based claims that focus on conceptual understanding, and challenge students to discuss and think about the why behind phenomena.

Just think of the critical thinking that has to occur for students to construct a scientific claim. 1) They need the opportunity to collect data, analyze it, and determine how to make sense of what the data may mean. 2) With data in hand, students can begin thinking about the validity and reliability of their experience and information collected. 3) They can consider what differences, if any, they might have if they completed the investigation again. 4) They can scrutinize outlying data points for they may be an artifact of a true difference that merits further exploration of a misstep in the procedure, measuring device, or measurement. All of these intellectual activities help them form more robust understanding and are evidence of their critical thinking.

In explore-before-explain teaching, all of these hard critical-thinking tasks come before teacher explanations of content. Whether we use discovery experiences, problem-based learning, and or inquiry-based activities, strategies that are geared toward helping students construct understanding promote critical thinking because students learn content by doing the practices valued in the field to generate knowledge.

An Issue of Equity

Meg Riordan, Ph.D., is the chief learning officer at The Possible Project, an out-of-school program that collaborates with youth to build entrepreneurial skills and mindsets and provides pathways to careers and long-term economic prosperity. She has been in the field of education for over 25 years as a middle and high school teacher, school coach, college professor, regional director of N.Y.C. Outward Bound Schools, and director of external research with EL Education:

Although critical thinking often defies straightforward definition, most in the education field agree it consists of several components: reasoning, problem-solving, and decisionmaking, plus analysis and evaluation of information, such that multiple sides of an issue can be explored. It also includes dispositions and “the willingness to apply critical-thinking principles, rather than fall back on existing unexamined beliefs, or simply believe what you’re told by authority figures.”

Despite variation in definitions, critical thinking is nonetheless promoted as an essential outcome of students’ learning—we want to see students and adults demonstrate it across all fields, professions, and in their personal lives. Yet there is simultaneously a rationing of opportunities in schools for students of color, students from under-resourced communities, and other historically marginalized groups to deeply learn and practice critical thinking.

For example, many of our most underserved students often spend class time filling out worksheets, promoting high compliance but low engagement, inquiry, critical thinking, or creation of new ideas. At a time in our world when college and careers are critical for participation in society and the global, knowledge-based economy, far too many students struggle within classrooms and schools that reinforce low-expectations and inequity.

If educators aim to prepare all students for an ever-evolving marketplace and develop skills that will be valued no matter what tomorrow’s jobs are, then we must move critical thinking to the forefront of classroom experiences. And educators must design learning to cultivate it.

So, what does that really look like?

Unpack and define critical thinking

To understand critical thinking, educators need to first unpack and define its components. What exactly are we looking for when we speak about reasoning or exploring multiple perspectives on an issue? How does problem-solving show up in English, math, science, art, or other disciplines—and how is it assessed? At Two Rivers, an EL Education school, the faculty identified five constructs of critical thinking, defined each, and created rubrics to generate a shared picture of quality for teachers and students. The rubrics were then adapted across grade levels to indicate students’ learning progressions.

At Avenues World School, critical thinking is one of the Avenues World Elements and is an enduring outcome embedded in students’ early experiences through 12th grade. For instance, a kindergarten student may be expected to “identify cause and effect in familiar contexts,” while an 8th grader should demonstrate the ability to “seek out sufficient evidence before accepting a claim as true,” “identify bias in claims and evidence,” and “reconsider strongly held points of view in light of new evidence.”

When faculty and students embrace a common vision of what critical thinking looks and sounds like and how it is assessed, educators can then explicitly design learning experiences that call for students to employ critical-thinking skills. This kind of work must occur across all schools and programs, especially those serving large numbers of students of color. As Linda Darling-Hammond asserts , “Schools that serve large numbers of students of color are least likely to offer the kind of curriculum needed to ... help students attain the [critical-thinking] skills needed in a knowledge work economy. ”

So, what can it look like to create those kinds of learning experiences?

Designing experiences for critical thinking

After defining a shared understanding of “what” critical thinking is and “how” it shows up across multiple disciplines and grade levels, it is essential to create learning experiences that impel students to cultivate, practice, and apply these skills. There are several levers that offer pathways for teachers to promote critical thinking in lessons:

1.Choose Compelling Topics: Keep it relevant

A key Common Core State Standard asks for students to “write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.” That might not sound exciting or culturally relevant. But a learning experience designed for a 12th grade humanities class engaged learners in a compelling topic— policing in America —to analyze and evaluate multiple texts (including primary sources) and share the reasoning for their perspectives through discussion and writing. Students grappled with ideas and their beliefs and employed deep critical-thinking skills to develop arguments for their claims. Embedding critical-thinking skills in curriculum that students care about and connect with can ignite powerful learning experiences.

2. Make Local Connections: Keep it real

At The Possible Project , an out-of-school-time program designed to promote entrepreneurial skills and mindsets, students in a recent summer online program (modified from in-person due to COVID-19) explored the impact of COVID-19 on their communities and local BIPOC-owned businesses. They learned interviewing skills through a partnership with Everyday Boston , conducted virtual interviews with entrepreneurs, evaluated information from their interviews and local data, and examined their previously held beliefs. They created blog posts and videos to reflect on their learning and consider how their mindsets had changed as a result of the experience. In this way, we can design powerful community-based learning and invite students into productive struggle with multiple perspectives.

3. Create Authentic Projects: Keep it rigorous

At Big Picture Learning schools, students engage in internship-based learning experiences as a central part of their schooling. Their school-based adviser and internship-based mentor support them in developing real-world projects that promote deeper learning and critical-thinking skills. Such authentic experiences teach “young people to be thinkers, to be curious, to get from curiosity to creation … and it helps students design a learning experience that answers their questions, [providing an] opportunity to communicate it to a larger audience—a major indicator of postsecondary success.” Even in a remote environment, we can design projects that ask more of students than rote memorization and that spark critical thinking.

Our call to action is this: As educators, we need to make opportunities for critical thinking available not only to the affluent or those fortunate enough to be placed in advanced courses. The tools are available, let’s use them. Let’s interrogate our current curriculum and design learning experiences that engage all students in real, relevant, and rigorous experiences that require critical thinking and prepare them for promising postsecondary pathways.

Critical Thinking & Student Engagement

Dr. PJ Caposey is an award-winning educator, keynote speaker, consultant, and author of seven books who currently serves as the superintendent of schools for the award-winning Meridian CUSD 223 in northwest Illinois. You can find PJ on most social-media platforms as MCUSDSupe:

When I start my keynote on student engagement, I invite two people up on stage and give them each five paper balls to shoot at a garbage can also conveniently placed on stage. Contestant One shoots their shot, and the audience gives approval. Four out of 5 is a heckuva score. Then just before Contestant Two shoots, I blindfold them and start moving the garbage can back and forth. I usually try to ensure that they can at least make one of their shots. Nobody is successful in this unfair environment.

I thank them and send them back to their seats and then explain that this little activity was akin to student engagement. While we all know we want student engagement, we are shooting at different targets. More importantly, for teachers, it is near impossible for them to hit a target that is moving and that they cannot see.

Within the world of education and particularly as educational leaders, we have failed to simplify what student engagement looks like, and it is impossible to define or articulate what student engagement looks like if we cannot clearly articulate what critical thinking is and looks like in a classroom. Because, simply, without critical thought, there is no engagement.

The good news here is that critical thought has been defined and placed into taxonomies for decades already. This is not something new and not something that needs to be redefined. I am a Bloom’s person, but there is nothing wrong with DOK or some of the other taxonomies, either. To be precise, I am a huge fan of Daggett’s Rigor and Relevance Framework. I have used that as a core element of my practice for years, and it has shaped who I am as an instructional leader.

So, in order to explain critical thought, a teacher or a leader must familiarize themselves with these tried and true taxonomies. Easy, right? Yes, sort of. The issue is not understanding what critical thought is; it is the ability to integrate it into the classrooms. In order to do so, there are a four key steps every educator must take.

• Integrating critical thought/rigor into a lesson does not happen by chance, it happens by design. Planning for critical thought and engagement is much different from planning for a traditional lesson. In order to plan for kids to think critically, you have to provide a base of knowledge and excellent prompts to allow them to explore their own thinking in order to analyze, evaluate, or synthesize information.
• SIDE NOTE – Bloom’s verbs are a great way to start when writing objectives, but true planning will take you deeper than this.

QUESTIONING

• If the questions and prompts given in a classroom have correct answers or if the teacher ends up answering their own questions, the lesson will lack critical thought and rigor.
• Script five questions forcing higher-order thought prior to every lesson. Experienced teachers may not feel they need this, but it helps to create an effective habit.
• If lessons are rigorous and assessments are not, students will do well on their assessments, and that may not be an accurate representation of the knowledge and skills they have mastered. If lessons are easy and assessments are rigorous, the exact opposite will happen. When deciding to increase critical thought, it must happen in all three phases of the game: planning, instruction, and assessment.

TALK TIME / CONTROL

• To increase rigor, the teacher must DO LESS. This feels counterintuitive but is accurate. Rigorous lessons involving tons of critical thought must allow for students to work on their own, collaborate with peers, and connect their ideas. This cannot happen in a silent room except for the teacher talking. In order to increase rigor, decrease talk time and become comfortable with less control. Asking questions and giving prompts that lead to no true correct answer also means less control. This is a tough ask for some teachers. Explained differently, if you assign one assignment and get 30 very similar products, you have most likely assigned a low-rigor recipe. If you assign one assignment and get multiple varied products, then the students have had a chance to think deeply, and you have successfully integrated critical thought into your classroom.

Thanks to Dara, Patrick, Meg, and PJ for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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10 Types of Discrimination to Be Aware Of

And what to do when you've been discriminated against.

Verywell / Madelyn Goodnight

Age Discrimination

Disability discrimination, sexual orientation, status as a parent, religious discrimination, national origin, sexual harassment, race, color, and sex, reprisal / retaliation, coping with discrimination.

Discrimination is defined as prejudiced, unfair, or unequal treatment of people based on their personal characteristics such as race, religion, disability, age, nation of origin, or gender (gender identity, sexual orientation, pregnancy).

Discrimination is a reality that many people face in different areas of their life each and every day. In 2017, the U.S. Equal Employment Opportunity Commission (EEOC) reported that there were more than 80,000 workplace discrimination complaints. Of these complaints, 30% were based on sex, 34% on race, and 22% on age.

This unfair and unequal treatment can impact people’s access to equitable education, employment, compensation, housing, and healthcare. Discrimination is considered a social determinant of health; it is part of a person's social environment that can affect other factors, including housing, education, and employment, that affect health and well-being.

While there are laws in place that protect people from discrimination in employment and housing, prejudice and unfair treatment still frequently occur. Knowing how to recognize discrimination and understanding your rights can help you decide how to handle it if you experience discriminatory treatment.

Protections Against Discrimination

Learning more about your rights can also help you better recognize discrimination and know how to respond when you encounter it. Some laws are in place that protect people from discrimination in areas such as housing and employment, including:

• The Civil Rights Act , the Age Discrimination in Employment Act , and the Americans with Disabilities Act : Protect workers from discrimination based on age, disability, nationality, sex, color, race, pregnancy, and sexual orientation.
• The Fair Housing Act : Protects people from being discriminated against based on their parental status, religion, nationality, race, color, and disability when buying, renting, or financing housing.

Age discrimination, sometimes referred to as ageism , involves being treated unfairly based on your age. For example, age discrimination may originate from the idea that older adults are less willing to accept change or learn new skills, which can lead to an unwillingness to train, hire and promote older workers. While it is often applied to discrimination against older adults, it can also involve bias against people of all ages.

Examples of ageism include being fired, not being hired, not getting promoted, not receiving equitable training, or not getting job assignments because of your age. This might involve being fired in favor of hiring a younger candidate or not being promoted because an employer believes you are too young.

How to Handle It

Age-based discrimination is illegal in some instances. The Age Discrimination in Employment Act (ADEA) protects job applicants and employees over the age of 40 from being discriminated against based on their age. It protects workers against discrimination in hiring, promotion, termination, compensation, job training, or other conditions and privileges of employment. Unfortunately, workers under the age of 40 are not protected by ADEA.

If you have experienced employment discrimination due to age, you can file a claim with the Equal Employment Opportunity Commission by visiting their website .

The Age Discrimination Act of 1975 forbids age-based discrimination in programs and activities that receive financial assistance from the federal government, such as housing programs and educational institutions. It covers discrimination against people of all ages and is enforced by the Civil Rights Center.

Disability discrimination involves unfair or biased treatment of individuals due to their disability. Title I and V of the Americans with Disabilities Act (ADA) protect against disability discrimination in employment, public accommodations, access to programs and services, and communications. 

Disabilities that qualify for ADA protection include bipolar disorder, cancer, schizophrenia, intellectual disability, epilepsy, diabetes, and a host of other conditions. However, people may still be protected even if they don't have a formal diagnosis if their condition limits one or more major life areas or activities.

Discrimination can be direct, such as not hiring someone because of a chronic illness, or indirect, such as having job requirements that exclude people with disabilities. It can also involve failing to make reasonable accommodations, harassment, and victimization.

If you have experienced disability discrimination, you can file an ADA complaint with the Civil Rights Division of the Department of Justice. Your complaint may be referred to the ADA Mediation Program or to a federal agency that will handle specific issues related to your complaint. In some cases, you may be contacted for further information, or the Department of Justice may open an investigation into your complaint.

Sexual orientation discrimination refers to discriminatory treatment based on a person's sexual orientation. This discrimination may involve the denial of rights and services related to employment and housing. It can also involve verbal or physical harassment and other displays of prejudice.

Examples of this type of discrimination include refusing to hire someone because they are gay or refusing to rent to someone based on their sexual orientation or gender identity. It can also involve harassment based on sexual orientation or gender identity that creates a hostile work environment. An example of this would include repeatedly and intentionally using the wrong pronouns or deadnaming a transgender employee.

Sexual orientation is covered under Title VII of the Civil Rights Act of 1964, which provides employment protections against discrimination based on a person's sexual orientation or gender identity. It prohibits discrimination that affects any aspect of employment, including hiring, job assignments, pay, training, promotions, layoffs, and any other benefit or condition of employment.

If you have experienced workplace discrimination based on your sexual orientation or gender identity, you can contact the EEOC at 1-800-669-4000 to file a charge.

Discrimination can also occur based on a person's status as a parent. Parental status refers to whether or not someone is a parent. It includes having children, but it also applies to not having children. For those who are parents, it includes biological parents, step-parents, adoptive parents, foster parents, custodian of a legal ward, or in loco parentitis.

In loco parentitis refers to a responsible adult who acts in place of a parent, such as an adult who is caring for their grandchild, their partner's child, or a relative's child.

Examples of discrimination based on status as a parent might include:

• Firing someone for being pregnant
• Reducing someone's hours because they are a parent
• Expecting childless employees to work longer hours
• Denying promotions to people because they have children
• Excluding people from activities based on their parental status
• Transferring someone to a different job because they had a baby
• Making disparaging comments about someone's status as a parent

An executive order prohibiting discrimination based on parental status in federal employment was signed in 2000.

If you have experienced such discrimination, keep a record of when the event occurred and notify the EEOC. You may then be asked to participate in dispute resolution with the employer or provide more information if the EEO opens a formal investigation.

Unfortunately, there is no federal law protecting people against parental status discrimination in the private sector. Some states, such as New York, provide protections for parents in the workplace. Some aspects of parental status may also be protected by the Pregnancy Discrimination Act of 1978 and the Family and Medical Leave Act.

Religious discrimination is treating someone differently or unfairly based on their religious beliefs and practices. This can involve unfavorable attitudes or behaviors directed at people who are part of major world religions such as Christianity, Islam, Judaism, Hinduism, or Buddhism. It can also involve discrimination against people with other deeply held religious, moral, and ethical beliefs and those with a lack of religious belief.

Examples of religious discrimination can involve mocking someone’s religious practices, harassment that creates a hostile work environment, and segregating them from others due to their religion.

Religious discrimination in hiring, firing, and other aspects of employment is prohibited by the Civil Rights Act of 1964. Employers must provide reasonable accommodations for religious practices unless it presents an undue burden. This also protects people who are part of non-traditional religions and atheists.

If you have experienced religious discrimination in the workplace, you can file a charge online with the Equal Employment Opportunity Commission. In the private sector, you must file a claim within 180 days of the incident. If you work for the federal government, you must contact an EEO counselor within 45 days.

Discrimination based on national origin involves prejudiced treatment due to a person’s place of birth, culture, ancestry, or linguistic characteristics.

Examples of this type of discrimination include denying someone employment because of their accent or harassing them because of their nationality. Teasing or offhand remarks would qualify as discrimination if they create a hostile work environment.

National origin discrimination in the workplace is prohibited by Title VII of the Civil Rights Act of 1964. You can file a report with the EEOC if you have experienced workplace discrimination because of your national origin.

Pregnancy discrimination involves unfair treatment of pregnant people in the workplace. Examples can include:

• Not hiring people because they are pregnant
• Firing people for being pregnant
• Denying promotions to pregnant people
• Not providing training, benefits, assignments, or other conditions of employment to pregnant individuals

Title VII of the Civil Rights Act of 1964 and the Pregnancy Discrimination Act of 1978 protects employees against discrimination based on pregnancy, childbirth, and medical conditions related to pregnancy and childbirth.

Such protections apply to current pregnancy, past pregnancy, potential pregnancy, conditions related to pregnancy, lactation/breastfeeding, abortion, and birth control. Pregnant people are also protected by the Americans with Disabilities Act (ADA) if they develop a disability or condition resulting from pregnancy, such as gestational diabetes.

If you have experienced employment discrimination as a result of pregnancy or a pregnancy-related disability, you can file a charge with the EEOC .

Sexual harassment involves unwanted sexual advances. Examples can include comments, touches, gestures, written communications, or other unwanted advances. The Centers for Disease Control and Prevention (CDC) notes two kinds of sexual harassment: quid pro quo and hostile work environment.

Quid pro quo harassment involves a person in a position of power offering employment rewards, such as promotions or raises, in exchange for sexual favors. A hostile work environment involves sexual harassment, making it difficult and uncomfortable for employees to perform.

Title VII of the Civil Rights Act of 1964 also prohibits sexual discrimination, and you can file a charge with the EEOC office.

Discrimination can also occur based on a person’s race, color, or sex. The Title VII of the Civil Rights Act of 1964 also prohibits such discrimination.

Examples can include:

• Treating people differently in the workplace due to their sex
• Refusing to hire someone because of their race
• Harassing or mistreating people because of the pigment of their skin

If you have experienced discrimination due to your race, color, or sex, you can file a complaint with the EEOC office.

Employment laws also protect workers from discrimination for filing a complaint or participating in the equal employment opportunity process. Examples of reprisal and retaliation include:

• Firing or demoting workers who have participated in an EEOC investigation
• Denying promotions, benefits, or other conditions of employment to workers who have filed complaints
• Threatening, harassing, or reprimanding employees who have opposed unfair employment practices

The EEOC notes that retaliation is the most frequently reported form of discrimination in the federal sector.

If you have been subjected to retaliation or reprisal for filing a complaint, participating in the EEO process, or opposing discrimination in the workplace, you must file a charge with the EEOC within 180 days if you are working in the private sector or contact an EEOC counselor if you are a federal employee.

What Happens After You File a Complaint

After filing a complaint of employment discrimination based on age, disability, sexual orientation, race, pregnancy, or another type of discrimination, the EEOC will investigate. They may offer mediation, which may result in your employer taking steps to correct the situation. Or you may opt to file a lawsuit for unlawful discrimination. In some cases, the EEOC may take legal action on your behalf. 

There are laws intended to combat discrimination in the workplace and in housing, but discrimination often takes more subtle and insidious forms in everyday interactions. Examples can include microaggressions (making rude or invalidating comments), being treated with disrespect, being ignored, or getting poorer service. Moreover, the stigma associated with various mental health conditions (using insensitive terms or labels or denying someone educational/housing/employment opportunities on the basis of a mental illness) can also be forms of discrimination)

Research has found that discrimination can seriously affect a person’s health and well-being. Different forms of discrimination have been linked to higher suicide rates, worse heart health , and an increased risk for hypertension .

Outside of federal, state, and local laws that prohibit discrimination based on an individual’s personal characteristics, there are other things steps you can take.

Explore Workplace Options

Learn more about the options for reporting and addressing discrimination in your workplace. This might include reporting the discrimination to human resources and having discussions with trusted supervisors.

Seek Support

Discrimination can harm self-esteem , particularly when people start to internalize the negative attitudes they encounter. Surrounding yourself with supportive people can help alleviate some of the detrimental effects of discrimination, validate your experiences, and remind you of your value.

You might also consider joining advocacy groups that help raise awareness of discrimination and support people who have experienced it. It can be a great way to talk to other people who have had similar experiences and connect with a supportive network that can offer advice and information.

Manage Stress Levels

Encountering discrimination is stressful and can trigger anger, sadness, and anxiety. Stress leads to a range of physical, emotional, and behavioral responses, including negative emotions and increased blood pressure.

Because stress has significant health implications, it is essential to find ways to manage these feelings when they happen. Experiment with different stress management techniques to determine what works best for you. Some that you might find helpful include deep breathing, yoga, meditation, exercise, aromatherapy, or guided imagery. 

Talk to a Professional

Facing discrimination can also increase your risk of mental health problems such as anxiety and depression. Talking to a mental health professional can also help you cope with the effects of discrimination.

You can use the American Psychological Association (APA) Psychologist Locator tool to find licensed psychologists in your area who can help you cope with discrimination-related issues. You might also consider the Inclusive Therapists Directory to find BIPOC and LGBTQ+ mental health providers.

Additional Resources:

• The Equal Employment Opportunity Commission
• The U.S. Department of Housing and Urban Development
• ADA.gov: U.S. Department of Justice, Civil Rights Division

U.S. Equal Employment Opportunity Commission. Prohibited Employment Policies/Practices .

Krieger N. Discrimination and health inequities . Int J Health Serv . 2014;44(4):643-710. doi:10.2190/HS.44.4.b

U.S. Equal Employment Opportunity Commission. EEOC releases fiscal year 2017 enforcement and litigation data .

Yearby R. The social determinants of health, health disparities, and health justice . J Law Med Ethics . 2022;50(4):641-649. doi:10.1017/jme.2023.3

Fekedulegn D, Alterman T, Charles LE, et al. Prevalence of workplace discrimination and mistreatment in a national sample of older U.S. workers: The REGARDS cohort study . SSM Popul Health . 2019;8:100444 doi:10.1016/j.ssmph.2019.100444

U.S. Equal Employment Opportunity Commission. Age discrimination .

National Archives. Part 110-Nondiscrimination on the basis of age in programs or activities receiving federal financial assistance .

U.S. Equal Employment Opportunity Commission. Sexual orientation and gender identity (SOGI) discrimination .

U.S. Department of Labor. Fact sheet #28B: Using FMLA leave when you are in the role of a parent to a child .

U.S. Equal Employment Opportunity Commission. Religious discrimination .

U.S. Equal Employment Opportunity Commission. Pregnancy discrimination and pregnancy-related disability discrimination .

Centers for Disease Control and Prevention. Types of discrimination .

U.S. Equal Employment Opportunity Commission. Retaliation - making it personal .

U.S. Equal Employment Opportunity Commission. Retaliation .

Lui PP, Quezada L. Associations between microaggression and adjustment outcomes: A meta-analytic and narrative review . Psychol Bull . 2019;145(1):45-78. doi:10.1037/bul0000172

Lee YH, Liu Z, Fatori D, et al. Association of everyday discrimination with depressive symptoms and suicidal ideation during the COVID-19 pandemic in the all of U.S. research program . JAMA Psychiatry . 2022;79(9):898-906. doi:10.1001/jamapsychiatry.2022.1973

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

How You May Unintentionally Discriminate with Your Behaviour

How to be more inclusive with your behaviour at work..

Posted January 19, 2021 | Reviewed by Abigail Fagan

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Previously, I described examples of how we may be unintentionally discriminating against others and I discussed the language we use. However, sometimes it's not about what we say, but what we do.

Many times our actions unintentionally discriminate against others. We lean towards people more similar to ourselves; we furrow a brow when trying to understand someone's accent. We put more weight in the opinion of the person who reminds us of us. Similarly, we miss hearing a valid point until it's repeated by a more "dominant" voice.

To begin to examine how you may be unintentionally discriminating, start by being more mindful of your actions. For example, who are you assigning specific tasks to? That is, do you assign administration tasks like taking notes or organizing the social event to particular people? Is this part of their job description or is this a task that should be rotated around the team? Does this person enjoy these tasks or have you even asked?

Also ask yourself if you tend to give some employees your full attention , while others you multitask, hurry along, or half-listen to? Are there patterns to whom those people are?

To ensure we hear all valid voices and to ensure we are treating people equally we need to become more mindful of our non-verbal communication and the behaviours we exemplify. We also need to ensure others are in line with the company's values and expected behaviours.

Unfortunately, the statistics are grim and in the face of discrimination , the behaviour that many choose is nothing. For example, 41% of men don't do anything or ignore the event after seeing a sexist encounter. This generally is because the organization's climate is combative or doesn't allow for those to speak up or disagree or they feel speaking up is futile 1 . So how can we change this culture, even if it's just for your own team?

• Be mindful of the choices you make, especially before you make them.
• Pay attention to the body language people have in response to your actions.
• Call on voices you haven't heard yet and specifically ask for divergent thinking: "What do you think we are missing?"
• Apologize for past behaviours. Demonstrate you are learning and trying and want to do better. Ask them to voice when they see you slip.
• Promote humility by admitting that you don’t have all the answers. Ask lots of questions and don’t make assumptions—especially assuming that everything is okay (or "no news is good news").
• Ask for feedback on how you can improve your inclusiveness.
• If you see something discriminatory, take them aside to discuss. This is not, however, a time to shame . This is a learning moment. Approach the situation with curiosity to open dialogue rather than "talk to." Ask questions like "can you explain why you said that?" and then explain why you felt uncomfortable with it.

Remember that the small things matter. On a daily basis. examine whether your behaviour encourages employees or shuts them down. Look around the room and see who’s speaking up and who’s not, and follow up appropriately. When talking about challenges at work, make sure you fully understand what people are experiencing through active listening. Only once you have heard the issue from all sides can you make an informed decision.

1) https://www.catalyst.org/research/break-the-cycle-senior-leaders-self-a…

Lauren Florko has a Ph.D. in Industrial/Organizational Psychology. She also owns her own company, Triple Threat Consulting, based out of Vancouver, British Columbia.

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When prejudice turns into discrimination and unlawful behaviour

Published: 29 July 2016

Research Manager

Equality and Human RIghts Commission

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• Research report 101: Prejudice and unlawful behaviour, exploring levers for change

The Commission called on the UK government to review its hate crime strategy to tackle the dramatic rise in race hate crime after the EU referendum. Since then, the UK government has published its plan for tackling hate crime, called Action Against Hate .

Today we published a new research report on Prejudice and unlawful behaviour  led by Professor Dominic Abrams, Hannah Swift and Lynsey Mahmood at the University of Kent that helps us understand the bigger picture of hate crime and other types of unlawful behaviour which come about because of people’s prejudice.

We all use social categories when we interact with other people and navigate through our daily lives. This has practical reasons, for example to find out which church to enter, and social reasons, for example how to address someone when you meet them for the first time.

However, sometimes the way people categorise one another can be influenced by prejudice. Abrams describes prejudice as a bias that devalues people because of their perceived membership of a social group. That means that a lower value, status or importance is attached to a person of that group.

Prejudice can manifest itself in different forms. It can be direct and explicit, for example when a younger person tells an older person that they cannot participate in a sport activity because they are too old. It can also be more indirect and subtle, for example when an older patient in hospital is being patronised by relatives and hospital staff who mean well but stop the older person from taking his or her own decisions.

Prejudice always has the potential to cause harm.

Regardless of its form and intention, prejudice always has the potential to cause harm because it reduces the value, status or importance attached to people from ‘the other group’.

Some people try to justify prejudice or discrimination by arguing that a particular ‘outgroup’ poses a threat to their own (sometimes dominant or majority) ‘ingroup’ in society. This perceived threat can be realistic (dominant group feels their safety and health is threatened), symbolic (values or way of life is threatened) or economic (jobs or property is threatened).

We commissioned the research so we can understand more about how social categorisation and prejudice work. We also wanted to explore the link between individuals’ prejudice and particular acts of unlawful behaviour. Knowing that not all groups in our society are affected by prejudice in the same way, we wanted to shed light on the different experiences of people with different  protected characteristics . Finally, we wanted to find out what works to prevent or respond to unlawful behaviour that comes about because of prejudice.

We know much less about all of this than we assumed.

It has been a surprise to us and to the researchers that, in fact, we know much less about all of this than we assumed. The researchers looked at 228 pieces of evidence, including 24 evaluations of interventions, and found that there is little robust evidence that directly links individuals’ prejudice with particular acts of unlawful behaviour. This means that although we can assume there is a link, what this link looks like and how it works is still not very clear.

However for the first time we are able to draw a complete picture of what we do know about prejudice and unlawful behaviour and found some interesting connections:

• disability discrimination can often be driven by structural barriers, over-simplistic categorisation and patronising stereotypes. Some studies showed that people with mental health conditions experienced more negative attitudes than people with physical disabilities
• there is some evidence that there is less prejudice towards Black and Asian people than towards Eastern European people
• Muslims are amongst the most targeted group for prejudiced attitudes and this is often linked to a perceived cultural threat
• expressions of religious prejudice often focus on visible differences like wearing a hijab
• age stereotypes can be particularly damaging for older people who are often treated in a benevolent and patronising way which can affect the way they see themselves or even their ability to do some things
• attitudes towards women can appear to be positive but may mask more benevolent or patronising forms of prejudice. There is a disconnect between apparently positive attitudes and the high levels of violence against women and girls
• attitudes towards same-sex relationships and marriage have become more positive over time, although support tends to be greater among younger age groups. However, one piece of research showed that helping behaviour, like lending money for a parking fee, was lower towards a person perceived to be homosexual, compared to a heterosexual person

These are just some of the insights that this research has brought together. Although we understand that prejudice affects people differently, we have also found out that solutions do not need to be group-specific to be effective and that using educational methods to change attitudes works well across a number of groups.

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Strategies to address discrimination to build a more inclusive country

Strategies to address discrimination and build a more inclusive country with tolerance and respect for all australians.

By John von Doussa QC

President, Human Rights and Equal Opportunity Commission

Australian Red Cross National Conference 2006

Sydney, 25 November 2006

INTRODUCTION

I would like to acknowledge the Gadigal people of the Eora people, the traditional owners of the land on which we meet today, and pay my respects to their elders.

The topic I have been asked to speak about today is strategies to address discrimination and build a more inclusive country with tolerance and respect for all Australians.

ACKNOWLEDGING THAT DISCRIMINATION IS A PROBLEM

The first step in addressing discrimination is to acknowledge the gravity of the problem. The harsh reality is that despite Australia’s image of itself as a fair and tolerant society, discriminatory attitudes still infect workplaces, public attitudes, law and policies.

As Australia’s national human rights institution, the Human Rights and Equal Opportunity Commission (HREOC) has a watching brief on the protection of human rights in Australia. The concept of human rights is based on a common recognition of the importance of fair treatment for all and the belief that people should be able to live free of violence, discrimination and abuse.

HREOC is charged with promoting public understanding and acceptance of human rights. We also have statutory obligations to investigate and attempt to conciliate complaints of unlawful discrimination under the federal anti-discrimination laws.

While many Australians like to think that the spirit of a ‘fair go’ is embedded in Australian culture, history tells a different story. The White Australia policy reflects the deep vein of racism that pervaded public administration for a large part of the last century. Ten years after HREOC’s Bringing them home report (which dealt with the forced removal of Aboriginal children from their families) only the Tasmanian Government has had the moral courage to introduce a compensation package for members of that stolen generation.

It is true that there are many aspects of Australia’s history that we can be justifiably proud of. Yet at the same time as we venerate the stability and success of our democracy, the bravery of our war veterans, and the triumphs of our sporting heroes we must also acknowledge the shameful blights on Australia’s human record. Recognising past injustices is vital to understand the reasons why discrimination persists today, and can help in preventing it in the future.

Today the entrenched deprivation and discrimination still facing Indigenous Australians is a matter of national shame. The existence of significant disparities between the health status of Indigenous and non-Indigenous Australians is acknowledged by all governments and recognised as unacceptable. The United Nations Special Rapporteur on adequate housing has found that ‘Indigenous peoples experience substantial discrimination in Australia in accessing adequate housing and the private housing market’. [1] And while the findings and recommendations of the 1991 Royal Commission into Aboriginal Deaths in Custody should be old news, the tragic death of Mulrunji on Palm Island illustrates that there are still systematic problems in the policing of Indigenous communities.

The fear of difference and its unknown potential has always had a corrosive effect on community relations in Australia. Throughout the 19th and 20th century, successive waves of migrants have been viewed in turn with suspicion and hostility. Today, the threat of terrorism has been accompanied by a rising tide of suspicion and intolerance directed at Australia’s Arab and Muslim communities. Indeed, in some pockets of public opinion there is a virulent strain of anti-Muslim prejudice fuelled by the erroneous belief that all Muslims are, by their faith, terrorists or terrorist sympathisers. Such prejudices and stereotypes must be dispelled.

In Australia feminists have fought many battles: for suffrage, for equal pay, for freedom from violence. Yet despite the victories, the battles for equality are not over. Today is both White Ribbon Day and the United Nations International Day for Elimination of Violence Against Women. The International Violence Against Women Survey shows that 34 per cent of Australian women who have a current or former intimate partner reported experiencing at least one form of violence during their lifetime. 

If women cannot expect to be safe in their own homes and communities, how can they expect equality in society? Violence against women is not a women’s issue, or a men’s issue: it’s everyone’s issue. White Ribbon Day is an opportunity for men – including White Ribbon Day Ambassadors like myself – to condemn all violence against women.

Gender inequality is still a serious issue in the workplace even though the Sex Discrimination Act has been in force in Australia for 21 years. The average weekly earnings for full-time women workers are only 84.4% of their male equivalents. Women are still grossly underrepresented in political life, in executive management, and on the benches of Australian courts. [2]

Many of the disparities between the wages and working conditions of men and women start to open up when women have children. Instead of being a cause for celebration, for women, pregnancy often comes with financial penalties. Despite the best efforts of Pru Goward, as Sex Discrimination Commissioner, the battle for paid maternity leave is still to be won. Pregnancy discrimination in the workplace remains a frequent cause for complaint to HREOC.

STRATEGIES TO ADDRESS DISCRIMINATION

I have taken the time to set out examples of discrimination in contemporary Australian society because I think too often our desire to look at ourselves through rose tinted glasses allows us to abrogate our responsibility to address the situation of those for whom the principles of equal treatment and equal opportunity are not yet realities.

Once we have acknowledged the problems, we start talking about how to fix them. Discriminatory attitudes are often deeply embedded and hard to shake. Overcoming prejudice requires education, community engagement and dialogue, leadership and, laws and policies which reflect – and promote – the principle of non-discrimination.

When we talk about strategies to address discrimination, we must talk about education. It must be the essential central plank to every strategy. The assumption that Australians are inherently fair is as dangerous as the assumption that children are inherently good. The way we treat others reflects the way we have been taught to treat others. Misinformation and ignorance are the staple ingredients of stereotypes and prejudices.

A vital part of the HREOC’s work is conducting projects that disseminate information to counter stereotypes and encourage human rights compliant behaviour. HREOC’s ‘Face the Facts’ publications dispel myths about refugees and Indigenous people and our ‘Voices of Australia’ resources encourages greater understanding between people of different racial backgrounds, cultures and religions through the sharing of their experiences.

HREOC encourages employers to create a discrimination and harassment free environment through our 'Good practice, good business’ guide, while employees can obtain information about their rights under discrimination law on our 'Work out your rights' pamphlets. All these publications are readily available on the HREOC website at www.humanrights.gov.au .

While I do not intend to test your good will by detailing all of HREOC’s educational activities, I do want to touch on two subjects that are currently concerning HREOC: discrimination against Arab and Muslim Australians and discrimination against same sex couples.

Muslim projects

In today’s tense and sometimes hostile environment, experiences of discrimination can alienate and isolate members of minority groups, and it has done in the Muslim community. This marginalisation can lead to radicalisation

Currently, fears and stereotypes about Arab and Muslim Australians are having a corrosive impact on community relations in Australia.

In 2004, after spending a year conducting very extensive consultations with Arab and Muslim Australians, HREOC published the Isma report. The report revealed a disturbing level of discrimination, vilification and violence against these groups. Participants recounted experiences ranging from offensive remarks about race or religion, to physical violence, including Muslim women having their hijabs pulled off.

What the Isma report also found was that in many cases those interviewed did not report instances of vilification or violence to police or other government authorities. The report recommended that in order to reduce the risk of further marginalisation of Arab and Muslim communities strategies should be developed:

• to build better relationships between communities and law enforcement agencies; and
• to educate communities members about the legal remedies for discrimination.

In response, the Commission has recently undertaken two projects funded by the Department of Immigration and Multicultural Affairs (DIMA): the Unlocking Doors: Muslim communities and police tackling racial and religious discrimination and abuse Project and the Living Spirit: Muslim women and human rights Project.

The Unlocking Doors Project aimed to facilitate dialogue between Muslim communities and Police in order to build on the capacity of Police to respond to incidents of racial or religious abuse and the Living Spirit Project aimed at increasing an understanding among Muslim women about human rights principles and the domestic framework for promoting equality in Australia. These projects will be continued and expanded over the next few years.

Besides their educational value, these projects assist those who are suffering discrimination to engage directly with the wider community. Engagement helps leads to inclusiveness.

There is an event happening at this moment elsewhere in Sydney which exemplifies the importance of community engagement in addressing discrimination. It is a one day conference titled 'All Eyez on Youth' - part of the solution, not the problem'. The conference is open to young people of all backgrounds to give them an opportunity to have their say, and get involved in issues that directly affect them. Participants , including Muslim, African, Pacific Island and Indigenous young people, are taking part in interactive workshops on human rights and responsibilities (with a focus on racial and religious discrimination), youth and the police, and youth and the media.

Community engagement depends on community interaction – in education, in employment and in sport. Sport is an integral part of Australia’s identity; a kind of social glue, which binds communities and individuals together. Sport can break down barriers in ways that other areas of society can struggle to match, by encouraging participation, integration and diversity.

As AFL Chief Executive Andrew Demetriou said:

"To many people football is a fantastic introduction to life in this country. People may not share the same language, same beliefs or same heritage, but they can join together and certainly share the same passion for a football club".

The broad appeal of sport is obvious. As the AFL 2006 ‘Welcome to the AFL’ Ambassador and former Hawthorn player Angelo Lekkas, a Greek-Australian who grew up in Melbourne observed:

"What crystallized for me the broad appeal of Aussie Rules was a beautiful picture in the paper recently of a group of young Muslim Australian women making their way to the footy with team scarves over their hijabs – if pictures could tell a thousand words, well that one conveyed so much more”.

Many sporting organisations are taking a leadership role in tackling racism and encouraging participation from a diverse range of communities. The importance of these actions in helping to build a more inclusive and respectful society is immeasurable.

Same Sex Inquiry

One powerful educational tool that HREOC uses to draw public attention to discrimination issues is to hold a public inquiry. This year the Commission launched a National Inquiry into the discrimination faced by same sex couples in relation to financial and work-related entitlements.

The Inquiry is conducting an audit of State, Territory and Commonwealth laws that exclude gay and lesbian couples from financial and work-related benefits available to heterosexual couples. [3]

The right to non-discrimination and the right to equality before the law are fundamental principles of international human rights law.  

Yet many Australian laws clearly deny certain rights to gay and lesbian couples and their children. For example, laws relating to social security, superannuation, tax, Medicare, the Pharmaceutical Benefits Scheme, workplace entitlements, aged care, immigration and family law treat same-sex couples differently to opposite sex couples.

The submissions HREOC has received illustrate how laws treat gay and lesbian couples as second class citizens, not deserving of the same rights as heterosexual couples. As one person put it:

“The inequalities embedded in current legislation are obvious and are inexcusable. "Understanding, tolerance and inclusion" are said to be values of the Australian community. Current legislation tells another story”. [4]

One purpose of the inquiry is to create public awareness and understanding of the discrimination that faces same-sex couples face in the daily administration of their affairs. But ultimately we don’t just want people to understand the discrimination that they face, we want the government to fix it.

In 2007, HREOC will make recommendations to Parliament for amendments to the discriminatory laws.

Public Leadership and legislative action

This brings me to other steps in addressing discrimination – political will and legislative action. HREOC’s community consultations and monitoring reveal disturbing levels of discrimination directed at some minority groups in Australia. In the current climate of fear and insecurity, political and community leaders have a vital role to play in speaking out against discrimination and promoting the principles of multiculturalism and social inclusion.

Positive public statements can be extraordinarily powerful and send a vital symbolic message to the community that discrimination is never acceptable.

Yet political leaders must be careful that initiatives which aim to improve social cohesion do not inadvertently further marginalise certain groups. In this context, HREOC questions the utility of the Australian Government’s proposal to introduce a citizenship test featuring a formal test on language and ‘Australian values’. Although the stated objective of citizenship test is to promote social cohesion, HREOC is concerned that the proposal will have exactly the opposite effect.

A formal test on ‘Australian values’ may send a message to the broader Australian community that certain migrant groups and refugees do not respect or understand the Australian way of life. This would have the potential to reinforce negative stereotypes. The idea of testing ‘Australian values’ also ignores the fact that values like tolerance, mutual respect and fairness are not peculiar to Australia but are shared by many people around the world.

HREOC believes that the best way to develop a commitment to Australian values and way of life is through positive, day to day interactions within the community, through education, community activities, sport and employment.

All these strategies need to be directed to two audiences: the discriminators and those suffering the discrimination. The strategies need to be tailored to suit each group. At the most general level, for those who are discriminating the strategies should be aimed at dispelling prejudices and changing attitudes. For those discriminated against the strategies should be aimed at empowerment to enable them to more fully participate as equals in the wider community.

However, public statements, education and engagement in some circumstance are not enough. Sometimes people need legal protection from discrimination.

Federal anti-discrimination laws go a long way towards providing legal remedies for discrimination on the basis of sex, race, colour, descent or ethnic origin, disability, age, marital status, family responsibilities and pregnancy. Yet there are gaps in the protection.

Under federal discrimination law there are no binding remedies for discrimination on the grounds of religion, political opinion, criminal record, nationality, sexual preference and trade union activity. HREOC continues to advocate that there should be legal remedies for discrimination on these grounds.

Improving human rights protection

One of the important questions that HREOC’s same sex Inquiry raises is how did laws which have a clearly discriminatory effect on the day to day lives of many Australians get passed in the first place?  

The fact that a raft of discriminatory legislation has travelled through parliamentary processes without any discussion of how it might discriminate against same-sex couples tells us that we need to find a better way to test the human rights compatibility of proposed legislation.

While no one can question the value of parliamentary committees scrutinising new Bills, this process is subject to fundamental limitations. The parliamentary committee process occurs after the legislation has been drafted, the policy objectives formulated and, more often than not, after politicians have publicly committed to the Bill’s implementation.  There is no explicit requirement for the committees to investigate the human rights compatibility of the proposed bill.  Perhaps most importantly, the government is under no obligation to implement – or even respond to – committees’ recommendations.

Under the recent Victorian Charter of Rights and Responsibilities Act 2006 the Victorian Government must pay attention to the human rights impact of new laws and policies:

• submissions to Cabinet about new laws or policies must be accompanied by a Human Rights Impact Statement;
• new Bills must be accompanied by a human rights compatibility statement;
• a parliamentary scrutiny committee must independently assess the human rights compatibility of new Bills; and
• Parliament must justify its actions if it decides to pass laws which are inconsistent with human rights principles.

These provisions represent an important step forward for human rights because they integrate human rights principles into the daily decision making of the legislature and the executive. They provide a blue print for a “Guide to Good Governance” that law makers should follow.

We hear many arguments against a Bill of Rights in this country: a Bill could entrench rights that become outdated, like the US right to bear arms; a Bill would vest law making power in an unelected judiciary. But these types of arguments offer no reason against a ‘Guide to Good Governance’, and I suspect that if this was explained to the electors, there would be strong support for it.

Addressing Discrimination is everybody’s responsibility

In the final analysis addressing discrimination is not just the responsibility of law makers, or indeed human rights organisations. Addressing discrimination is everyone’s responsibility. All of us must take responsibility for addressing discrimination.

To foster a human rights culture we need education, political and community leadership and legislative action. The final ingredient is community engagement. We need to engage – through education, though political debate, through community dialogue – in a national conversation about protecting human rights.

The Human Rights and Equal Opportunity Commission and Australian Red Cross have this year jointly conducted two very successful projects: the Rights in Perspective Art Competition and the Human Writes Essay Competition. These competitions are another way of encourage young people in Australia to engage with human rights issues. In the big picture, it’s a small step, but the big picture is full of small steps.

At a basic level we all need to have the courage to speak out against discrimination even when it’s socially unpopular or politically unpalatable to do so. Because ultimately, it is only by addressing discrimination than can we create a truly inclusive and respectful society.

[1] United Nations Special Rapporteur on adequate housing, Miloon Kothari Preliminary observations Canberra 15 August 2006, 7.

[2] The Equal Opportunity for Women in the Workplace census in 2004 showed that in the top 200 listed companies women held only 10.2 per cent of executive management positions.

[3] So far we have received over 360 submissions to this inquiry. Still more people have attended the public forums and hearings HREOC has held across Australia.

[4] James Duncan, Submission 288.

4.2c Describe how to challenge discrimination in a way that encourages positive change

Discrimination is unacceptable and should always be challenged when encountered. If you witness discrimination from someone else, you should confront them. If it was unintentional, you should explain why their actions were discriminatory and explain what they can do to avoid discriminating in the future. If it was intentional, then you should discuss it with your manager as they will be able to take action to make sure the discrimination is challenged and encourage positive change.

You are also capable of discrimination without realising it, so it is important you reflect upon your work and how you can improve the care and support you provide. Look back on your actions, and think about whether you could have done anything different to produce a more positive outcome. If reflection leads you to see that individuals are being treated unfairly and discriminated against, you should discuss this with your manager also.

By working to create an environment free from discrimination, you are encouraging positive change that will improve the care and support that is provided to individuals in your workplace. Do not be afraid to speak up and challenge any discrimination you may witness or reflect upon discrimination that you might be responsible for. By challenging discrimination, you are putting the individual’s well-being at heart and helping to create a positive care environment.

The Will to Teach

Critical Thinking in the Classroom: A Guide for Teachers

In the ever-evolving landscape of education, teaching students the skill of critical thinking has become a priority. This powerful tool empowers students to evaluate information, make reasoned judgments, and approach problems from a fresh perspective. In this article, we’ll explore the significance of critical thinking and provide effective strategies to nurture this skill in your students.

Why is Fostering Critical Thinking Important?

Strategies to cultivate critical thinking, real-world example, concluding thoughts.

Critical thinking is a key skill that goes far beyond the four walls of a classroom. It equips students to better understand and interact with the world around them. Here are some reasons why fostering critical thinking is important:

• Making Informed Decisions:  Critical thinking enables students to evaluate the pros and cons of a situation, helping them make informed and rational decisions.
• Developing Analytical Skills:  Critical thinking involves analyzing information from different angles, which enhances analytical skills.
• Promoting Independence:  Critical thinking fosters independence by encouraging students to form their own opinions based on their analysis, rather than relying on others.

Creating an environment that encourages critical thinking can be accomplished in various ways. Here are some effective strategies:

• Socratic Questioning:  This method involves asking thought-provoking questions that encourage students to think deeply about a topic. For example, instead of asking, “What is the capital of France?” you might ask, “Why do you think Paris became the capital of France?”
• Debates and Discussions:  Debates and open-ended discussions allow students to explore different viewpoints and challenge their own beliefs. For example, a debate on a current event can engage students in critical analysis of the situation.
• Teaching Metacognition:  Teaching students to think about their own thinking can enhance their critical thinking skills. This can be achieved through activities such as reflective writing or journaling.
• Problem-Solving Activities:  As with developing problem-solving skills , activities that require students to find solutions to complex problems can also foster critical thinking.

As a school leader, I’ve seen the transformative power of critical thinking. During a school competition, I observed a team of students tasked with proposing a solution to reduce our school’s environmental impact. Instead of jumping to obvious solutions, they critically evaluated multiple options, considering the feasibility, cost, and potential impact of each. They ultimately proposed a comprehensive plan that involved water conservation, waste reduction, and energy efficiency measures. This demonstrated their ability to critically analyze a problem and develop an effective solution.

Critical thinking is an essential skill for students in the 21st century. It equips them to understand and navigate the world in a thoughtful and informed manner. As a teacher, incorporating strategies to foster critical thinking in your classroom can make a lasting impact on your students’ educational journey and life beyond school.

1. What is critical thinking? Critical thinking is the ability to analyze information objectively and make a reasoned judgment.

2. Why is critical thinking important for students? Critical thinking helps students make informed decisions, develop analytical skills, and promotes independence.

3. What are some strategies to cultivate critical thinking in students? Strategies can include Socratic questioning, debates and discussions, teaching metacognition, and problem-solving activities.

4. How can I assess my students’ critical thinking skills? You can assess critical thinking skills through essays, presentations, discussions, and problem-solving tasks that require thoughtful analysis.

5. Can critical thinking be taught? Yes, critical thinking can be taught and nurtured through specific teaching strategies and a supportive learning environment.

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• Frontiers in Psychology
• Cognitive Science
• Research Topics

Cognitive Mechanisms Underlying Discrimination

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About this Research Topic

We are currently living in an age where Society recognises the negative impact of discrimination on people’s mental health. Despite awareness training programmes and dignity at work protocols, discrimination based on race, age, gender, gender identity, sexual orientation, religious or political beliefs,

We are currently living in an age where Society recognises the negative impact of discrimination on people’s mental health. Despite awareness training programmes and dignity at work protocols, discrimination based on race, age, gender, gender identity, sexual orientation, religious or political beliefs, impairment, and family status, are still pervasive. Assuming that people have their good intentions, patterns of discriminatory behaviours could come from an unchecked “autopilot” driven by past behaviour or previously accepted norms. What are the cognitive processes that prevent displaying patterns of discriminatory behaviour? Why might they fail? Can we learn from the human mind to prevent discrimination in artificial intelligence?

The focus is on discrimination without malicious intent. Given the pervasiveness of discrimination, however micro, one question is whether this prevalence reflects the operations of the cognitive mind under certain conditions. For example, perceptual expertise allows a person to categorise two seemingly similar faces. Lack of perceptual expertise in distinguishing a neutral or angry face of a person from another race might lead to misclassification with escalating consequences in situations of crowd control. By applying the availability heuristic, one can imagine that people are more likely to choose their closer colleagues over more suitably skilled colleagues with whom interaction was limited. Finally, biases may come from implicitly using stereotypes about other groups in drawing conclusions about past and making predictions about future events involving members of the other group.

The goal of this Research Topic is to identify the cognitive biases that could underlie discriminatory behaviour of people, demonstrate these with empirical evidence, and develop an evidence-based roadmap to tackle these biases in the work place, in tech, and beyond. 

 This Research Topic welcomes all types of manuscripts, especially research articles providing new data, review articles collating critical literature, and perspectives articles that hone on the cognitive mechanisms that explain discrimination without malicious intent.

·        Cognitive biases that underlie discriminatory behaviour

·        Perceptual expertise and the other race effect

·        Influence of perspective taking in curbing bias

·        Group dynamics and group exclusion

·        Cultural influences on decision bias

·        Tackling discrimination in AI

Keywords : Other Race Effect, Gender Bias, Implicit Bias, Cognitive Bias, Perceived Discrimination, Racial Identity, Implicit Association Test

Important Note : All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

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