Essay on Principles: A Deep Dive into Bias and Privilege Concepts

This essay delves into the philosophical concepts of bias and privilege, drawing upon personal experiences and scholarly research. It examines bias through the lens of noticing differences, priming, and socialization, as highlighted by Kandola (2013), and reflects on the author's own implicit associations. The essay further explores privilege as an unearned advantage, referencing McIntosh (1988) and Gorski (2016) to discuss gender conditioning, equity literacy, and coercive power dynamics. The author reflects on experiences with leadership styles and cultural borders, advocating for educators to become role models and promote awareness of bias and privilege. The essay concludes by emphasizing the importance of challenging inequities and fostering a more equitable society.

ASSESSMENT 1
PRINCIPLES ESSAY
TABLE OF CONTENTS
Topic 1.............................................................................................................................................2
REFERENCES................................................................................................................................3
Topic 2.............................................................................................................................................4
REFERENCES................................................................................................................................5
1

Topic 1
Topic
sentence
The main idea
of the
paragraph :
Bias refers to feeling of favours towards the group of people or often it
does not concern with fair judgements. It is a tendency or inclination while
in some cases biases are positive where people tends to report positive
aspects of reality.
Explanation
/ Example
(your
observation
/ example
of the
concept in
your life)
Based on Kandola (2013) video I come across to know three type of biases
which are basically noticing differences, priming and socialising, I can
relate to this way to hold bias in my life as well. After completing the IAT
(Implicit association test) on Gender topic I come to know that before test
my preference was towards the female is more as compared with men. My
result signifies female’s slight association of female with science and male
with humanities, as it also suggests that I have automatic preference to
female over male, as females likely to take science complex subject while
male takes humanities. Due to this I feel the bias and can completely
agrees to noticing difference bias suggested by (Kandola 2013). As I
generally feel more connected with females as compared with male it is
usually because I am girl. Also I feel that women are more likely to
perform toughest task in their whole life, also I think that women are less
paid in most of the organisation which is not appropriate. As growing in a
digital era, remote community it is somehow difficult to communicate with
others as well, as well as associated with the known family one’s and some
of the female friends I have never experience that I had such biases in my
self. But after knowing my bias and in professional working now I am able
to accept my bias and I am trying to changing it so that it will not affect my
work as well as not impact my surrounding.

Evidence
(in -text
reference
to support
your idea,
paraphrase
d or direct
quote with
a page
number)
 Watching kandola’s (2013) video, by watching this video I have
noticed way of holding my bias which is found in Differences
 Internet searching
 Implicit association test
“There are always a degree of independency for practicing the choices in
how they orchestrate classroom interaction” (Cummins, 2009) as it relates
to me because I have options in my bias behaviour. As per Kandola he said
that we need to adapt changes and to educate ourselves and to not take our
biases seriously, it is more important to accept bias first and then try to
change it if it bring negative reaction for others, he also mentioned in video
to become a role model for other people.
Link
(back to
main idea;
your
principle for
that
capability)
As an educator it is my responsibility to make sure to accept my bias and
tries to make all students to be aware of suggested biases by Kandola
which are noticing differences, priming and socialising.
REFERENCES
Ames, S.L., Grenard, J.L., Stacy, A.W., Xiao, L., He, Q., Wong, S.W., Xue, G., Wiers, R.W. and
Bechara, A., 2013. Functional imaging of implicit marijuana associations during
performance on an implicit association test (IAT). Behavioural brain research, 256,
pp.494-502.
Cummins, J., 2009. Pedagogies of choice: Challenging coercive relations of power in classrooms
and communities. International journal of bilingual education and bilingualism, 12(3),
pp.261-271.
Kandola, B. and Kandola, J., 2013. The invention of difference: The story of gender bias at work.
BookBaby.
3

Topic 2
Topic
sentence
The main idea
of the
paragraph :
Privilege is an unearned benefit as some have it and others don’t. if
someone have privilege then they take advantage of it over others for some
aspects they don’t control such as gender, race, religion, culture and other
educational level aspect. In fact, privilege is unearned and they are mainly
granted to dominant group, whether in such people wants such privileges
or not irrespective of their stated intent.
Explanation
/ Example
(your
observation
/ example
of the
concept in
your life)
Based on McIntosh (1988) I relate to Gender conditioning where I have
seen in my life that in many corporation complex tasks are not offered to
female as corporate believes that they lack in ability, as well as they are
less paid workers as compared to men. Gorski (2016) suggested that equity
literate attributes generally helps the educators to supports the institution to
account all systemic obstacles and opportunity gap which develops and
perpetuate inequities. Cummin (2009) stated that coercive association of
the power termed as “Practicing of power by the dominant, individual
group towards the detriment of the subordinated individual or group”,
where author also explained that power might promote or weakens the
interaction between others and develops chances for engagement in more
equitable manner. From this fact coercive power can also be contemplate
as operating from unchecked bias. I step by this cultural border from
working environment where I found that dictator leadership or coercive
power is been used among staff and management. Fong (2018) suggested
that in an survey where students were participant and they most probably
have faced bully in their educational settings by dominant group of people.
Where it is found that large number of adolescent group students have
experiences bullying, where food allergens has been utilised in bullying in

some of cases but there is no information which suggests that students
were being forced to eat foods to which they are expose to some kind of
allergy. White Australian Policy which generally restricted the non-
European immigration into country as it supported the formation of
racially insulated white society. Author Soutphommasane (2017), said that
he and his family were coming to Australia to be part of this nation and not
for colonising, but there were some times they were not considered as
Australian, as people told them that they would not accept them as
Australian. For me it is important that to not discriminate people
eventually it shows the negative side of country which comes in huge
losses.
Evidence
(in -text
reference
to support
your idea,
paraphrase
d or direct
quote with
a page
number)
 Reviewed articles of McIntosh (1988), Gorski (2016), Fong (2018),
Cummin (2009) and Soutphommasane (2017)
 IAT test
“Equity literacy is a structure for fostering the knowledge and skills which
allow us to be a threat or challenge for existence of inequity in our sphere
of influence” I completely agree with the fact suggested by Gorski that
equity literacy helps in determining the opportunity which are somehow
unfairly distributed.
Link
(back to
main idea;
your
principle for
that
capability)
As for my educator role it is important for me to become a role model for
my student so that they understand about what power is and to use it in
efficient manner so that it do not affects the other one who generally don’t
have any privilege.
5

REFERENCES
Cummins, J., 2009. Transformative multiliteracies pedagogy: School-based strategies for closing
the achievement gap. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2),
pp.38-56.
Fritsche, L.G., Igl, W., Bailey, J.N.C., Grassmann, F., Sengupta, S., Bragg-Gresham, J.L.,
Burdon, K.P., Hebbring, S.J., Wen, C., Gorski, M. and Kim, I.K., 2016. A large genome-
wide association study of age-related macular degeneration highlights contributions of
rare and common variants. Nature genetics, 48(2), pp.134-143.
McIntosh, P. and Privilege, W., 1989. Unpacking the invisible knapsack. Peace and
Freedom, 49, pp.10-12.
Raman, S.R., Fong, Y.C., Ye, Y. and Cheng, K.W.E., 2018. Family of multiport switched-
capacitor multilevel inverters for high-frequency AC power distribution. IEEE
Transactions on Power Electronics, 34(5), pp.4407-4422.
Soutphommasane, T., 2017. Cultural diversity in leadership: What does it say about Australian
multiculturalism?. Journal of Australian Studies, 41(3), pp.287-295.