Diversity learning · Foundation

Stereotypes, Prejudice, and Discrimination: Understanding the Differences

Distinguish group-based beliefs, evaluations, and actions so that a concern leads to the right question and response.

About 48 minutes, plus optional practice · 4 lessons · Voluntary learning

Start learning

All diversity courses: Foundation, Intermediate, and Advanced

Course outline

Three concepts answer different questions
Distinguish a group-based belief, evaluation, and action.
12 minutes
A flattering stereotype is still a restriction
Identify a positive-sounding group generalization.
12 minutes
Examine the rule as well as the attitude
Identify how a process can disadvantage people without an explicit hostile statement.
12 minutes
Respond with the right kind of evidence
Match a response to a belief, an evaluation, or a decision.
12 minutes

Share this course

What you’ll be able to do

Explore and practice

Distinguish a group-based belief, evaluation, and action.
Identify a positive-sounding group generalization.
Identify how a process can disadvantage people without an explicit hostile statement.
Match a response to a belief, an evaluation, or a decision.

What you can take into your work

Explain the distinctions in each knowledge check.
Compare the fictional case responses and their consequences.
Prepare and revisit the course job aid using a situation you choose.

Draft a factual note about the fictional scheduling rule: purpose, observed barrier, requested review, and possible alternatives. Add a follow-up question about whether the new routes provide comparable learning opportunities. Keep personal circumstances out unless someone freely offers relevant information through an appropriate channel and it is necessary to the decision.

Stereotypes, Prejudice, and Discrimination: Understanding the Differences: practice guide

A reusable guide for a situation you choose

Distinguish group-based beliefs, evaluations, and actions so that a concern leads to the right question and response.

Use observable details rather than assigning motives.
Invite perspectives without requiring personal disclosure.
Keep learning separate from individual assessment or personnel decisions.

Describe before labeling

Write the specific statement, decision, or action that concerns you.
Separate a belief about a group from an evaluation and from an observable action.
Do not assume that identifying one tells you everything about the others.

Check the conclusion

Ask what individual evidence supports the judgment and what is being inferred from group membership.
Look for apparently positive stereotypes that still restrict choices or assign unwanted work.
Consider the process and criteria as well as the stated intention.

Choose a useful response

For an unsupported generalization, ask for relevant evidence and use a specific description.
For a decision, examine the criteria, opportunity, and consequences through the appropriate role.
For a formal concern, use the responsible agency channel rather than conducting a public learning-group investigation.
Revisit the changed practice and keep unnecessary personal information out of learning notes.

Try the guide and revisit it

Draft a factual note about the fictional scheduling rule: purpose, observed barrier, requested review, and possible alternatives. Add a follow-up question about whether the new routes provide comparable learning opportunities. Keep personal circumstances out unless someone freely offers relevant information through an appropriate channel and it is necessary to the decision.
When you raise a concern, do you describe the action clearly enough for someone to examine it? What assumption could you remove without weakening the concern?

Participation and course completion in this program do not count toward DHS-required training credits unless management, a director, or DHS leadership expressly approves an exception.

Sources and further reading

Susan T. Fiske — Prejudice, discrimination, and stereotyping
Researcher-authored educational chapter distinguishing affect, beliefs, and behavior.
Project Implicit — Frequently asked questions
Explains what the IAT measures, variation in results, and caution about individual interpretation.

All research and sources across the program

Opening your page…

You can still use the navigation while it loads.

Course outline