COLORISM- Prejudice or discrimination against individuals with a dark skin tone, typically among people of the same ethnic or racial group.

IMPLICIT BIAS- The attitudes or stereotypes that impact understanding, actions, and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual’s awareness or intentional control.

INTERSECTIONALITY- The complex and cumulative way that the effects of different aspects of identity (such as race, sexual orientation, gender, and social class) combine, overlap, and intersect.

WHITE PRIVILEGE- The level of societal advantage that comes with being seen as the norm. Just by virtue of being a white person of any kind, you’re part of the dominant group which tends to be respected, assumed the best of, and given the benefit of the doubt.

InSource Module 2
Identity, personal bias, white privilege, colorism, and prejudice. ​These are concepts that are not easy to talk about, and often bring up strong feelings, including anger, guilt, and denial. In Module 2 of Anti-Racism Training, we are going to unpack them, reflect on how they impact you, and give you the tools to start making changes.
For the best experience, it is recommended that you view this content on a laptop or desktop computer. PLEASE HAVE POPUPS ENABLED. PDF handouts and other features may open in a new window to reduce disruption of the training module pages.
If you encounter any technical difficulties or need support of any kind during this training, please visit our FAQ page.
facilitated by Ashley Heidebrecht, MSW

Terms to Know


These PDF handouts are a supplemental tool for you to view, download, save, and utilize throughout this training and to use as a guide for continued learning and engaging with others.
**NOTICE** Due to the fact that we now have thousands of participants, it is possible that you may not receive a response to each of your journal entries. I encourage you to use the journals as a tool to process, and the facilitator will work to respond to as many as possible. If you are really struggling with difficult emotions, need help processing, or are in need of emotional or trauma support at any point during this training and you cannot wait for a response to your journal, please email directly. 

Identifying Your Bias

In Module 1, we examined history and the creation of narratives and bias. Now it is time to look at how those narratives and bias impact you, your beliefs, and the way you view and interact with the world.

Implicit Association/Bias Tests

Why is participating in these tests important?  In order to get the most out of this training, you have to be willing to reflect on your own identity and beliefs. These implicit association tests are a jumping off point to do just that. Your results may surprise you. 
These activities require some hand dexterity to press keyboard keys quickly. If you are blind or low-vision, please note that the Implicit Association Tests may not be compatible with screed readers. If you are unable to complete these activities due to any of those reasons, we apologize and do ask that you please proceed to the next section of this module.
The tests you need to complete are:
Skin Tone IAT
Race IAT
Native IAT
Asian IAT
There may be additional survey questions before and after each test. These are not required for the purposes of this training, and you can click "skip" for each question if you do not want to participate. The total time to complete these tests will be approximately 20 minutes.
What was your experience like completing the Implicit Association Tests? Did you feel stressed? Anxious? What were your thoughts while reading your results? Were you surprised? Upset? Or, were your results what you expected?


How Bias Transforms

into Abuse

"On the day after Martin Luther King Jr. was murdered in April 1968, Jane Elliott’s third graders from the small, all-white town of Riceville, Iowa, came to class confused and upset. They recently had made King their 'Hero of the Month,' and they couldn’t understand why someone would kill him. So Elliott decided to teach her class a daring lesson in the meaning of discrimination. She wanted to show her pupils what discrimination feels like, and what it can do to people.
What happened over the course of the unique two-day exercise astonished both students and teacher. On both days, children who were designated as inferior took on the look and behavior of genuinely inferior students, performing poorly on tests and other work. In contrast, the “superior” students — students who had been sweet and tolerant before the exercise — became mean-spirited and seemed to like discriminating against the “inferior” group."
(Frontline, January 1, 2003).
This video is a summary of what took place. The adults shown during this clip who appear to be watching the footage from this clip, are the students who are featured in this experiment. The full documentary includes interviews with the students as adults discussing how this experiment impacted them.  To watch the full 53:05 minute documentary, click here.
**This video contains some outdated terminology and racial slurs**


What were your initial reactions to this video? What feelings or thoughts did it bring up for you? What types of bias did you notice while watching?

Bias, Identity, and

Lived Experiences

In this video, we will be discussing the Blue Eyes Brown Eyes experiment, and the ways that bias impacts behavior and shapes identity.
The following videos from the series "Conversations about Race" contain narratives of lived experiences and identity from people of various racial groups.


Reflect on your own racial identity. Are there any experiences that you related to in the videos above?
Think about some of the discussion in the videos centered around colorism and privilege. In the racial group that you identify with, has the societal favoring of light colored skin ever impacted you? Were there any experiences from racial groups you don't belong to that surprised you, or that you had never considered before?

Identity, Entitlement, and Privilege

These videos will be discussing the concept of white culture, entitlement, and white privilege. After you have watched the videos, we recommend you review the PDF handout about "White Privilege" to give you more examples and narrative surrounding privilege.


What are your thoughts about the concept of white culture, identity, and entitlement as they were discussed? What are your thoughts about the concept of white privilege? 

I'm Not Privileged Because...

Privilege can be very difficult to talk about, and it can bring up a lot of feelings. Denial is a common response. We all have our struggles. Having white privilege because of your skin color doesn't mean you've had an easy life, it just means skin color isn't one of the things making it more difficult.  Intersectionality has to be part of the conversation.
Module 2 Journal Entry
This journal entry is a chance for you to record your personal thoughts about Module 2. This is also an opportunity for you to ask questions or seek clarification from the facilitator on any of the content from Module 2.
You must complete the short quiz below before moving to Module 3
Works Cited

Crenshaw, K. W. (1994). Mapping the margins. The public nature of private violence, 93-118.

McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies. In M.L. Anderson & P.H. Collins (eds.) Race, class and gender:An  anthology (pp.76-87). Belmont, CA: Wadsworth.

Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues (p. 187–249). Jessica Kingsley Publishers.

Galupo, M. & Resnick, Courtney. (2016). Experiences of LGBT Microaggressions in the Workplace: Implications for Policy. 10.1007/978-3-319-29623-4_16.

Psychology Today. (2019). What is Bias?

Brown Eyes, Blue Eyes Experiment

Conversations on Race

Lessons in White Privilege from a Light-Skinned L’nu

The Borderland Rainbow Center under sponsor number 7798 has been approved by the Texas State Board of Social Worker Examiners to offer continuing education contact hours to social workers. The approved status of The Borderland Rainbow Center, Continuing Education Service expires annually on July 31.  If you hold a license in another State or discipline, it is not guaranteed that our content will meet your requirements.  We recommend that you check with your licensing body for any requirements and allowances.
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© 2019 by the Diversity and Resiliency Institute of E Paso.