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Aims: To investigate how nurses' implicit and explicit attitudes towards people with disabilities (PWD) compare to (1) other healthcare providers and (2) non‐healthcare providers. Method: We present an analysis of secondary data from the publicly available disability Implicit Association Test (IAT). We compare the explicit and implicit attitudes towards PWD for (1) nurses (n = 24,545), (2) other healthcare providers (n = 57,818) and (3) non‐healthcare providers (n = 547,966) for a total of 630,238 respondents, between 2006 and 2021. Data Sources: We use publicly available data for the Disability IAT from Open Science Framework repository of Project Implicit available at https://osf.io/tx5fi/. Reporting: STROBE checklist. Results: There is a distinct contrast between nurses' explicit and implicit attitudes. While nurses have more positive explicit attitudes towards PWD compared to other groups, they also have more negative implicit attitudes towards PWD. As such there is a contrast between nurses' stated (explicit) attitudes and their unconscious (implicit) attitudes towards PWD. Further, we find that implicit bias towards PWD—among all groups—has not improved over the 15 year period of our sample. Conclusions: We present a contrast between nurses' explicit and implicit attitude towards PWD compared to non‐healthcare providers. We posit that implicit bias is driven by a combination of workload and stress which drives nurses to unconscious modes of thinking more frequently. Implications: We discuss three potential tools for improved educational praxis regarding treatment of PWD; (1) more PWD service user involvement, (2) the use of mindfulness techniques to reduce stress and (3) the use of patient contact simulation to promote education and understanding. Patient or Public Contribution: There is no patient or public contribution. [ABSTRACT FROM AUTHOR]

In this learning strategy, we share how we incorporated an unconscious bias curriculum into our accounting program to better prepare students as future professionals in a diverse workforce. Our unconscious bias curriculum leverages preexisting resources that are publicly available and free of charge. Based on data collected across five different institutions, we find that students completing the curriculum report improvements in their understanding of how to recognize and mitigate unconscious biases (e.g., halo effect, horns effect, prototype bias, and similarity bias). To help students understand how these biases can affect decisions they make in their future careers, we introduce these topics within an audit class alongside more traditional auditing topics, such as professional judgments and the auditing of complex estimates. However, the nature of the curriculum offers flexibility such that we encourage instructors to consider how the curriculum could be adopted in other accounting classes, undergraduate or graduate. [ABSTRACT FROM AUTHOR]

A focus on diversity, equity, and inclusion (DEI) in a health care system is critical to ensure patient safety and improve the health outcomes of all surgical patients and communities. Some patient populations continue to experience disparities that negatively affect their burden of illness, ability to access quality care, and health‐related outcomes. Unconscious (or implicit) bias among clinicians can lead to unintentional discrimination against marginalized groups. Organization and perioperative leaders should recognize the importance of developing a workplace culture committed to DEI and implement strategies to educate and empower clinicians to embrace these initiatives. When developing educational offerings on DEI for personnel, educators should use a framework and a variety of educational strategies, such as listening tours, computer‐based learning, simulations, and journal and book clubs, to engage teams focused on optimizing the health and well‐being of the diverse surgical populations in their communities. [ABSTRACT FROM AUTHOR]

Summary In an attempt to address the large inequities faced by the plant biology communities from the Global South (i.e. countries located around the tropics and the Southern Hemisphere) at international conferences, this Viewpoint is the reflexive thinking arising from the concurrent session titled ‘Arabidopsis and its translational research in the Global South’ organized at the International Conference of Arabidopsis Research 2023 (ICAR 2023) in Chiba, Japan in June 2023. Here, we highlight the main obstacles plant biology communities in the Global South face in terms of knowledge production, as measured by the unequal production and citation of publications, investigating and advancing local plant genomics and biodiversity, combating disparities in gender and diversity, and current initiatives to break isolation of scientists. [ABSTRACT FROM AUTHOR]

This article explores the gender disparities in prestigious biomedical awards in Japan. It reveals that women are underrepresented in scientific research fields and are less likely to receive prestigious awards. Despite efforts to promote gender equity in academia, gender gaps persist in Japan. The study analyzes three notable Japanese awards and finds that the majority of recipients are men, with only two women receiving awards in the last decade. The research suggests that unique circumstances within the Japanese scientific community, such as fewer female doctoral scientists and potential unconscious bias in the selection process, contribute to this gender gap. The authors recommend increasing transparency in the awarding process and promoting gender balance in the selection committee and among nominees to address this issue. [Extracted from the article]

In this paper, we present guidelines for researchers working with individuals with mild intellectual disability (MID) based on the challenges and learnings from our University of Wollongong (UOW) Community Engagement Grant (2010) project where we collaborated with representatives from the Disability Sector, Cancer Council NSW and the vulnerable community of people with MID to overcome the difficulties that they face in interpreting mainstream cancer prevention messaging and take ownership of their skin cancer checking behaviour by using co-created resources that could be easily understood and acted upon by the target audience. As a result of our project, nearly 20% of our vulnerable population sample (employees of Greenacres, a disability employment provider) checked themselves for skin cancer spots for the first time after having been given a "What's that Spot?" book and accompanying resources (bathroom mirror stickers, hand held mirrors). The successful uptake can be directly attributed to the researchers putting aside their assumptions and overcoming the biases (conscious and unconscious) from their academic training to partner with the target population in a respectful manner and genuinely embrace the concept of inclusive research, ensuring that this overlooked and vulnerable group are afforded cancer prevention resources that work for them. This inclusive approach is evidenced by the co-creation of our "thumbs up scale" to overcome the limitations of traditional Likert scale use for our target population. Further, the generation of "trust" between researchers, participants and necessary carers should be at the forefront of all research methodology designs for those wishing to conduct research with members of the MID community. [ABSTRACT FROM AUTHOR]

AbstractThis study investigated the impact of a workshop in reducing unconscious bias in admissions committee members of an occupational therapy program to determine if workshop participation increased the number of underrepresented students in the program. A convenience sample of 50 committee members was used. A Wilcoxon matched pairs signed rank test indicated a significant increase in the post-test survey question scores. A chi-square test of independence revealed a significant increase in the number of students in the program from underrepresented groups. These results suggest that an online workshop can reduce perceived bias and increase diversity in an occupational therapy program. [ABSTRACT FROM AUTHOR]

BackgroundThere has been renewed focus on advancing inclusivity within organized medicine to reduce health disparities and achieve health equity by addressing the deleterious effects of implicit bias in healthcare and clinical outcomes. It is well documented that negative implicit attitudes and stereotypes perpetuate inequity in healthcare. The aim of this study is to investigate implicit bias training in postgraduate physician assistant (PA) and nurse practitioner (NP) education; describe delivery of content to trainees; and detail program directors' attitudes toward this type of training. Although there is research examining implicit bias training in physician residency education, there are no published studies on implicit bias training in postgraduate PA and NP postgraduate residency/fellowship programs.MethodA non-experimental, descriptive study was designed to obtain information via survey from members of the Association of Postgraduate Physician Assistant Programs (APPAP).ResultsThe response rate was 41%. The majority of respondents (76%) felt that PA and NP postgraduate programs should include implicit bias instruction. Educational strategies used by PA and joint PA/NP postgraduate programs or their sponsoring institution to deliver implicit bias content to trainees include: implicit bias training modules (50%), facilitated group discussions (36%), invited speaker on implicit bias (33%), case studies on implicit bias (16%), and implicit association test (10%); however, 30% of postgraduate programs do not provide implicit bias training to PA and/or NP trainees. Barriers to implementing implicit bias training expressed by some postgraduate programs include: uncertainty in how to incorporate implicit bias training (16%); lack of strategic alignment with training program or sponsoring institution (13%); time constraints (10%); financial constraints (6%); lack of access to content experts (6%); and unfamiliarity with evidence supporting implicit bias training (6%).ConclusionThe present study sheds some light on the current state of implicit bias training in PA and joint PA/NP postgraduate residency/fellowship programs. While the majority of programs offer some sort of implicit bias training, there is a need to standardize this training in PA and joint PA/NP postgraduate education curricula using an actionable framework.

Accurate assessments about medical decision-making capacity (DMC) are vital but could be susceptible to age-bias. We examined if client age impacts on DMC likelihood assessment. One hundred and forty-seven adults were trained to identify four cognitive abilities (i.e., understanding, appreciation, reasoning, expression). Six experimental vignettes described a person making a diabetes treatment decision with systematic variation of client age (unspecified, 50-, or 95-years-old) and abilities (demonstrated vs uncertain). The dependent variable was DMC likelihood. Standardised tests of explicit (Kogan’s Attitudes Toward Old People scale) and implicit age-bias (IAT) were administered. There was a statistically significant effect of abilities on DMC likelihood. DMC was judged more likely when cognitive abilities were demonstrated. There were no other significant effects. Age-bias, measured implicitly and explicitly, did not influence DMC likelihood. Contrary to the hypothesis, DMC likelihood was unaffected by client age. This suggests that training can mitigate age-bias in simulated clinical DMC evaluation. [ABSTRACT FROM AUTHOR]

In response to persistent systemic gendered and racial exclusions in the sciences, unconscious or implicit bias training is now widely established as an organizational intervention in Higher Education (HE). Recent systematic reviews have considered the efficacy of unconscious bias training (UBT) but not the wider characteristics and effects of the interventions themselves. Guided by feminist scholarship in critical psychology and post‐structuralist discourse theory, this article critically examines UBT across STEMM and in HE institutions with a discursive analysis of published studies. Drawn from systematic searches in 4 databases, we identify three types of UBT reported in 22 studies with considerable variation in intervention types, target groups, and evaluation methods. Guided by limited cognitive problematizations of unconscious bias as a problem located inside individual minds, interventions follow established patterns in neoliberal governmentality and make available specific feeling rules and subject positions. These current Equality, Diversity & Inclusion practices present a new technology of power through which organizations may regulate affect and behavior but leave structural inequalities and barriers to inclusion intact. [ABSTRACT FROM AUTHOR]

BACKGROUND: BACKGROUND: Research investigating the implicit bias of employers towards individuals with disabilities emphasizes the importance of increased attention to implicit bias in the workplace. Previous research supports the use of trainings to promote awareness and education of implicit and explicit bias toward people with disabilities among employers. OBJECTIVE: The purpose of the current study was to better understand employers’ stigmatizing attitudes toward individuals with disabilities and develop effective strategies to increase awareness and knowledge related to these negative attitudes. METHODS: Two focus groups of HR professionals were conducted to investigate guidelines and content areas that should be included in training. Data was analyzed using qualitative content analysis (QCA) methodology. RESULTS: Researchers identified four major themes regarding guidelines for training development: 1) educational information on implicit and explicit bias, 2) disability inclusion information and strategies, 3) consideration of multiple learning modalities, and 4) case studies. CONCLUSION: Training interventions incorporating these needs and preferences of HR professionals may more effectively increase awareness of implicit bias in the workplace. Sharing evidence regarding implicit and explicit bias, along with current information on disability inclusion, while using varied instructional strategies may lead to a reduction in disability-related stigma and discrimination in the workplace. [ABSTRACT FROM AUTHOR]

IntroductionClinician implicit racial bias (IB) may lead to lower quality care and adverse health outcomes for Black patients. Educational efforts to train clinicians to mitigate IB vary widely and have insufficient evidence of impact. We developed and pilot-tested an evidence-based clinician IB curriculum, “REACHing Equity.”MethodsTo assess acceptability and feasibility, we conducted an uncontrolled one-arm pilot trial with post-intervention assessments. REACHing Equity is designed for clinicians to: (1) acquire knowledge about IB and its impact on healthcare, (2) increase awareness of one's own capacity for IB, and (3) develop skills to mitigate IB in the clinical encounter. We delivered REACHing Equity virtually in three facilitated, interactive sessions over 7–9 weeks. Participants were health care providers who completed baseline and end-of-study evaluation surveys.ResultsOf approximately 1,592 clinicians invited, 37 participated, of whom 29 self-identified as women and 24 as non-Hispanic White. Attendance averaged 90% per session; 78% attended all 3 sessions. Response rate for evaluation surveys was 67%. Most respondents agreed or strongly agreed that the curriculum objectives were met, and that REACHing Equity equipped them to mitigate the impact of implicit bias in clinical care. Participants consistently reported higher self-efficacy for mitigating IB after compared to before completing the curriculum.ConclusionsDespite apparent barriers to clinician participation, we demonstrated feasibility and acceptability of the REACHing Equity intervention. Further research is needed to develop objective measures of uptake and clinician skill, test the impact of REACHing Equity on clinically relevant outcomes, and refine the curriculum for uptake and dissemination.ClinicalTrials.gov ID: NCT03415308.

The article discusses the concept of the authority gap, which refers to the unequal treatment and perception of authority between men and women. The author shares personal experiences of encountering sexism in the medical field, such as being mistaken for a nurse and facing inappropriate comments from patients. The article also highlights the findings of a report on sexism in medicine, which reveals high levels of sexism experienced by female doctors. The author suggests various solutions to mitigate the authority gap, including challenging assumptions, promoting diversity, and actively addressing biases. The article emphasizes the need to address biases beyond gender, such as racism and ableism, and encourages readers to take action against all forms of bias. [Extracted from the article]

In the 10-year period between the last two U.S. population censuses there have been significant changes in the U.S. population demography. The changes in self-reporting of racial and ethnic identity afforded by the most recent U.S. population census in 2020 have given citizens the opportunity to be represented in ways that truly reflect how they wish to be identified. At the same time, the diversity of the health care workforce in radiology has not reflected a similar change. While there have been small incremental changes for underrepresented groups (African Americans/Blacks, Hispanic ethnicity, and the group American Indian/Alaska Native/Native Hawaiian/Pacific Islander), these changes have not kept pace with the ever-changing demographics of the U.S. population. Part of the answer for these very modest gains must lie with our selection processes for identifying potential candidates from underrepresented in medicine groups (URiM) for acceptance to our medical schools, residency programs and employment opportunities as practicing physicians and faculty members. While the strategies employed have had some measure of success, our best efforts to increase diversity in our specialty, and in medicine in general, are being undermined by our biases and our traditional methods for identifying talents.

No matter how many efforts are made to promote D & I in STEM fields, if many members do not understand the necessity of D & I and the true reasons for it and feel that it is imposed from above, it will be a temporary phenomenon and will not last long. The most common reasons for the necessity of D & I are "source of new value creation （innovation）" and "economic effect". As a legal scholar, I would like to emphasize the viewpoint of "human rights protection" in addition to these reasons. In other words, the important significance of D & I promotion is to eliminate discrimination against minorities, to ensure diversity, and to protect human rights of all people. Sharing good practices is certainly important, but merely imitating them is a symptomatic treatment, so to speak, and thus does not lead to the root cure of the disease. In order to provide fundamental treatment, it is necessary to face up to the current impediments to D & I, such as gender inequality in Japan, and to perform a major operation as soon as possible. Effective measures such as training, nudges, and positive actions should be boldly taken to remove unconscious discrimination and prejudice （UB） by the majority unaware of their privilege, which is the root cause of Japan's disgraceful inequality with a GGGI of 125th place. [ABSTRACT FROM AUTHOR]

In this article, we explain the concept Unconscious Bias, introduced in Japan in 2008 by Professor Hisako Ohtsubo. To promote Diversity as well as Equity and Inclusion（DEI）in education, we present our classroom practices and the teaching materials we used to raise awareness of the bias. [ABSTRACT FROM AUTHOR]

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Crítica de Relaciones de Trabajo, Laborum is the property of Ediciones Laborum S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Eletrônica de Ciência Administrativa is the property of Instituto Brasileiro de Estudos e Pesquisas Sociais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In promoting gender equality, the influence of unconscious bias is a major issue that cannot be overlooked. This report examines how unconscious bias was embedded in people's minds and shows its influence. With reference to the results of research conducted at the National Women's Education Center(NWEC), I discuss how we can overcome unconscious bias. [ABSTRACT FROM AUTHOR]

This essay describes a poignant concern brought to the ombuds office that helped me to understand how micro-affirmations are a major part of the scaffolding of "belonging.". [ABSTRACT FROM AUTHOR]

Anti‐bias training has been viewed as the solution to prejudice in organizations, yet the evidence is mixed in real‐world settings. Some point to the broader organizational climate that training takes place in as critical, and herein we investigate one aspect: communicating about bias in autonomy‐supportive (i.e., non‐shaming) ways. Using the 2019 National Well‐Being and Inclusion Survey of United Kingdom police officers and staff (n = 34,529 in 43 forces), we tested links of participating in anti‐bias training, perceived autonomy‐supportive communication, and their interaction on prejudiced attitudes. Results revealed a negligible effect (R2 = 0.001) of participating in anti‐bias training but a moderate effect (R2 = 0.05) of perceiving autonomy‐supportive communication predicting lower prejudice. Their interaction was significant but negligible (R2 = 0.001): participating in anti‐bias training predicted lower prejudice when perceiving autonomy‐supportive communication; there was no link between training and attitudes without autonomy‐supportive communication. Implications for improving the effectiveness of anti‐bias training in applied settings and research are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify barriers to improving diversity within adult cardiothoracic anesthesiology (ACTA) and to provide possible strategies that could be implemented by evaluating the demographics of current ACTA fellows, examining motivating factors to pursue the sub-specialty, and assessing perceptions of unconscious biases during their application process and training. A survey was created by the authors and distributed electronically by the Society of Cardiovascular Anesthesiologists to the ACTA Fellows from April to June 2022. A multicenter survey. Recent 2021 to 2022 ACTA fellows. None. A total of 68 fellows were included in the analytical sample; 37.3% were women, and 58.2% were men. Half of the participants in the sample were White race (47%), 26% were Asian, 8% Hispanic or Latinx, 5% Black, and 2% were Pacific Islander or Native Hawaiian. Most fellows indicated that the complexity of cases and/or competency in transesophageal echocardiography was "very important" in their motivating factor (74.0%). When examining sex differences, female fellows reported (p value <0.05) that their experience was impacted negatively by sex and was more often treated with less respect and courtesy. There were no statistically significant differences in perceived discrimination by race and/or ethnicity. This study identified several motivators to pursue ACTA and the perceptions of unconscious biases during the fellowship. Female fellows felt unconscious bias and a negative impact against them due to sex. Due to the small number of undergraduate enrollments, the results should be interpreted cautiously. Additionally, this provides support to complete further studies. Implicit bias training is one strategy that can be implemented to decrease unconscious bias experienced by ACTA fellows. [ABSTRACT FROM AUTHOR]

Psychological well-being is a necessary element for the success of students in any education system. Because of its relevance, this aspect of students' life needs researchers' focus. It has been featured as the main topic of some studies in Africa, and these studies show that the challenges faced by educators in Africa are increasing with their working conditions, thereby affecting their enthusiasm for their jobs. Hence, the present article investigates the impact of the unconscious bias of teachers on the psychological well-being of ideological and political education students in Jordan. The study also examines the moderating impact of self-regulation and mind awareness on the unconscious bias of teachers and the psychological well-being of ideological and political education students in Jordan. The article used survey questionnaires and a primary data collection approach to gather data from a sample of 357 students who were selected through simple random sampling. The study also used the SPSS-AMOS to test the reliability, validity and correlation among variables. The results indicated that the unconscious bias of teachers has a negative link with the psychological well-being of the ideological and political education students in Jordan. The results also showed that self-regulation and mind awareness significantly moderate the unconscious bias of teachers and the psychological well-being of the ideological and political education students in Jordan. This study, therefore, serves as a guide to policymakers in establishing the regulations related to improving the students' psychological well-being by eliminating teachers' unconscious bias. [ABSTRACT FROM AUTHOR]

Objective: Falsehood and bias can have tangible effects, whether related to the "hoax" of Corona virus disease/COVID‐19 or the impact of personal protective equipment in city‐wide news. The spread of false information requires the diversion of time and resources into rebolstering the truth. Our objective is thus to elucidate types of bias that may influence our daily work, along with ways to mitigate them. Data Sources: Publications are included which delineate specific aspects of bias or address how to preempt, mitigate, or correct bias, whether conscious or unconscious. Review Methods: We discuss: (1) the background and rationale for proactively considering potential sources of bias, (2) relevant definitions and concepts, (3) potential means to limit effects of inaccurate data sources, and (4) evolving frontiers in the management of bias. In doing so, we review epidemiological concepts and susceptibility to bias within study designs, including database studies, observational studies, randomized controlled trials (RCTs), systematic reviews, and meta‐analyses. We additionally discuss concepts such as the difference between disinformation and misinformation, differential or nondifferential misclassification, bias toward a null result, and unconscious bias, among others. Conclusion: We have the means to mitigate sources of potential bias in database studies, observational studies, RCTs, and systematic reviews, beginning with education and awareness. Implications for Practice: False information may spread faster than true information, so it is beneficial to understand potential sources of falsehood we face, in order to safeguard our daily impressions and decisions. Awareness of potential sources of falsehood and bias forms the foundation for accuracy in our everyday work. [ABSTRACT FROM AUTHOR]

Abstract Background Differences exist among doctors in examination performance, clinical and academic career progression, and prevalence of performance assessment by professional regulatory bodies. Some of these differences have been reported in relation to individual characteristics. The purpose of this study is to establish whether any specific individual characteristics are associated with performance in selection for entry into specialty training in Intensive Care in the United Kingdom. Methods We evaluated data of 509 candidates from the national recruitment rounds of 2018/19 and 2019/20. The outcome evaluated was “success at interview". Variables reaching statistical significance at univariate logistic regression analysis were fed in the multivariable analysis to identify independent predictors of success, with additional exploratory analyses performed, where indicated. Results The candidates’ median age was 31.5 (interquartile range, IQR 30–33.7) years, 324 (63.7%) were male, 256 (50.3%) not married/in civil partnership, 6 (1.2%) pregnant. The majority (316, 62.1%) were White British, 99 (19.5%) of Asian background, other ethnicities represented less than 20% of the sample. Of the 509 candidates, 155 (30.5%) were Atheist, 140 (27.5%) Christian; most were heterosexual (440, 86.4%); 432 (84.9%) reported no disability, while 4 (0.8%) had a minor and 1 (0.2%) had a major disability; 432 (84.9%) candidates held a UK medical degree; 77 (15.1%) a non-UK degree. At univariate logistic regression analysis (LRA) multiple factors were found to be associated with a lower likelihood of success, the strongest being an international medical graduate (IMG, holding a non-UK medical degree); others were increasing age, male gender, being married, Asian or mixed ethnicity, specific religious beliefs (Buddhism, Islam and Hinduism). After feeding all factors significant at univariate analysis, the only two retained as independent predictors at multivariable regression were Asian ethnicity and holding a non-UK degree. Asian UK graduates success rate was 92.7%, comparable to the national average of 92.3%, the Asian IMGs success rate was significantly lower, at 45.5%. Conclusions As the imbalances seen within the candidates of Asian background are explained by considering the country of primary medical training, the variations in performance is likely to reflect differences in training systems and understanding of the UK NHS.

This study aims to address current developments and debates on unconscious bias, depending on the psychology, social psychology and partly sociology literature on the concept of unconscious bias. As the concept’s name suggests, unconscious bias is a negative concept that most people are unaware of. This aspect has negative effects on interpersonal relationships and relationships in social life. Therefore, this study also aims to raise awareness of unconscious bias and contribute to more objective views. Unconscious bias is defined as the systematic error experienced in decision-making. In most cases, one may become biased as they try to make sense of the available information. Besides, some people are oblivious of their bias. It is referred to as unconscious bias, which has prevailed despite the fast-changing environment. In the current complex world, human beings are exposed to a lot of information they cannot process at once. Therefore, they are naturally inclined to take mental shortcuts when making decisions. Implicit bias is explained in different theoretical explanations. System 1 and 2 show how the brain makes slow and fast decisions. On the other hand, the model of dual attitudes shows how people develop both implicit and explicit attitudes on the same issue. Lastly, the social identity theory shows how individuals associate positive traits with their in-groups and link negative stereotypes with out-groups. Unconscious bias is evident in different sectors. The discussion shows how the negative associations and stereotypes purport discrimination in schools, workplaces, healthcare, politics, and the legal sector.