Implicit Bias how it affects us and how we push through Melanie Funchess TEDxFlourCity HD 108
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0:00 - 0:06♪ [gentle digitized music] ♪
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0:06 - 0:16♪ ♪
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0:16 - 0:22[applause from audience]
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0:22 - 0:24>[MELANIE FUNCHESS]
I would like to begin my talk -
0:24 - 0:25with an important message,
-
0:25 - 0:28you know, like the ones for
the pharmaceutical companies -
0:28 - 0:31when they see people walking
lazily along the beach -
0:31 - 0:34or running in slow motion
through fields of flowers, -
0:34 - 0:37where they tell you the
side effects of their product? -
0:37 - 0:38[audience laughs]
-
0:38 - 0:43“Nausea, vomiting,
heart arrhythmia, constipation, -
0:43 - 0:46Ugh! impotence.
-
0:46 - 0:50[intensely]
Erections lasting more than 4 hours.” -
0:50 - 0:51[audience laughs]
-
0:51 - 0:54But seriously, I'm going to say
some things during my talk -
0:54 - 0:58that may make you uncomfortable,
[with emphasis] and they should. -
0:58 - 1:03But what I ask of you in this time
is to stay present with me through this -
1:03 - 1:08and ask yourself some critical questions,
to really listen closer -
1:08 - 1:13and really question your
own thoughts and behaviors -
1:13 - 1:19and be open to a new view of yourself.
-
1:19 - 1:22You may ask, as I start to present this,
-
1:22 - 1:26you may say, “Oh, Melanie,
I got that. I know this. -
1:26 - 1:29I read the book!
This doesn't apply to me.” -
1:29 - 1:32I would like to challenge that belief.
-
1:32 - 1:37You may say, “What is this concept
that is so controversial that she feels -
1:37 - 1:40she needs a prefaced statement?”
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1:40 - 1:43The concept is implicit bias.
-
1:43 - 1:45Let me tell you a story.
-
1:45 - 1:50A young couple, college sweethearts,
they graduate school, -
1:50 - 1:54begin their careers, get married,
and start a family. -
1:54 - 1:57As they start to approach their 30s,
-
1:57 - 2:02they begin to say that they're closing in
on the American dream. -
2:02 - 2:03They purchase their first home.
-
2:03 - 2:06Three weeks after
they close on this home, -
2:06 - 2:08the husband becomes violently ill.
-
2:08 - 2:12This family — husband, wife,
three children ages 5, 3 and 1, -
2:12 - 2:17and a baby on the way —
go searching for the diagnosis -
2:17 - 2:22that has stricken this otherwise
healthy and vital 32-year-old man. -
2:22 - 2:24Turn to your neighbor,
and say, “Four weeks later.” -
2:24 - 2:26>[AUDIENCE] Four weeks later...
-
2:26 - 2:30>[FUNCHESS] ...as this man lays
critically ill and dying in the hospital, -
2:30 - 2:33doctors are circling
around a cluster of diseases -
2:33 - 2:37that they know must be
the thing that is killing this man, -
2:37 - 2:41despite the fact that all the tests for
these diseases have come back negative. -
2:41 - 2:44They begin to harass the husband
and ask him to "tell the truth" -
2:44 - 2:46and to really open up and let them know
-
2:46 - 2:50about his IV drug use and his
secret unprotected sex with men. -
2:50 - 2:54You see, they were trying to make
the case to continue looking for HIV -
2:54 - 2:57despite multiple negative tests.
-
2:57 - 3:01Finally, the wife comes and says,
“Why— What are you looking for?” -
3:01 - 3:02to which the doctors reply,
-
3:02 - 3:06“We're looking for HIV
and sarcoidosis.” -
3:06 - 3:08So the wife, kind of perplexed
-
3:08 - 3:11because [she] thought
they'd already ruled those out, -
3:11 - 3:15says, “Well, why are you
looking at only those diseases?” -
3:15 - 3:20to which the doctors say,
“Well, as a young African-American male—” -
3:20 - 3:25She becomes irate
and says, “Stop right there! -
3:25 - 3:30I want you to check my husband
for things that white people get.” -
3:30 - 3:31>[AUDIENCE] Ooh.
-
3:31 - 3:37>[FUNCHESS] And magically,
within days, they have a diagnosis. -
3:37 - 3:41Stage IV B,
non-Hodgkin’s lymphoma; -
3:41 - 3:47and a prognosis: two weeks to live.
-
3:50 - 3:58You know, the implicit bias
that existed within these doctors -
3:58 - 4:02resulted in the behavior
that showed what diseases -
4:02 - 4:05they chose to — and not to — look for.
-
4:05 - 4:09The implicit bias of these doctors
said how much they value -
4:09 - 4:12they placed — or did not place —
upon the information -
4:12 - 4:14that they received
from the patient and his wife. -
4:15 - 4:18You may say,
“Melanie, how does this happen? -
4:18 - 4:21How do we, as good activists
-
4:21 - 4:25and hardworking, progressive,
open-minded American citizens, -
4:25 - 4:32how do we continue to fall into
the story of these stereotypes?” -
4:32 - 4:35Implicit bias, those unconscious things
-
4:35 - 4:37that have been flowing
through us since childhood. -
4:37 - 4:40you may say to me,
“Well, what is implicit bias?’ -
4:40 - 4:43Well, I'm going to give you
an academic definition. -
4:43 - 4:46Implicit bias, otherwise known
as implicit social cognition, -
4:46 - 4:51are those attitudes and stereotypes
that affect our behaviors, our decisions, -
4:51 - 4:54and our attitudes unconsciously.
-
4:54 - 4:57I relate it to, like, ”The Matrix.”
Anyone here seen “The Matrix”? -
4:57 - 5:01When you're in the matrix,
you don't know you're in there. -
5:01 - 5:04You're just happily walking along
thinking everything is okay. -
5:04 - 5:10Well, I'm here today to yank out the plug
and disconnect you from the mainframe. -
5:10 - 5:12[audience laughter]
-
5:12 - 5:13Let me share with you another story.
-
5:13 - 5:15There's a fourth-- “Picture it….”
-
5:15 - 5:18(I feel like Sophia Petrillo
[from the TV show “Golden Girls”]). -
5:18 - 5:20[as Sophia] “Picture it.”
[audience laughter] -
5:20 - 5:22Fourth grade math class,
-
5:22 - 5:24a teacher asks for volunteers
to go up to the board -
5:24 - 5:26to work on long division.
-
5:26 - 5:28One young girl and two
of her friends go up -
5:28 - 5:30and they start working on the board.
-
5:30 - 5:32The little girl is the first one done.
-
5:32 - 5:34Since she's the first one done,
-
5:34 - 5:36she starts checking her answer
and looking over it, -
5:36 - 5:39and now that she's very convinced
that she's got the right answer, -
5:39 - 5:42she waves to the teacher
to check her work, -
5:42 - 5:44but she hears a sound
from the back of the room. -
5:44 - 5:47>[in a deep voice as the teacher]
"The answer is wrong. -
5:47 - 5:48Check it again."
-
5:48 - 5:51The girl, quite perplexed
because she checked it twice -
5:51 - 5:52and she knew it was right,
-
5:52 - 5:56she goes back to the board
and she checks her computations again, -
5:56 - 5:58getting the same answer,
-
5:58 - 6:02so she goes back to the teacher and says,
“Teacher! Teacher! I know it's right. -
6:02 - 6:04I checked it three times.”
-
6:04 - 6:09Now at this point, the teacher
being very stern, sharply says, -
6:09 - 6:13[in a deep voice]
“I said it's wrong. Check it again.” -
6:13 - 6:16Now, the girl is thoroughly perplexed.
-
6:16 - 6:18It's math.
It's either it's right or it's wrong, -
6:18 - 6:21so she goes to her desk
where she has a calculator, -
6:21 - 6:23so she starts working on her computation
-
6:23 - 6:25and it's the same one as is on the board.
-
6:25 - 6:27Now she's thoroughly convinced.
-
6:27 - 6:30She says [to herself]
“The teacher cannot say anything.” -
6:30 - 6:33So she holds up her calculator
and says, “Teacher, Teacher! Look! -
6:33 - 6:37I got it right, all the way
to the thousandth place.” -
6:37 - 6:40Now, this teacher, thoroughly upset
-
6:40 - 6:43at this student continuing
to challenge her, -
6:43 - 6:50says, “I said the answer is wrong.
You niggers can't do anything right.” -
6:50 - 6:53>[AUDIENCE] Ooh.
-
6:53 - 6:57>[FUNCHESS]
The student is struck dumb -
6:57 - 7:01by the words that just
hit her like a cannon. -
7:01 - 7:03She didn't understand.
-
7:03 - 7:08Why is the teacher saying
this to her? -
7:08 - 7:12>[STUDENT, to herself] I don't understand.
Why is this happening? -
7:12 - 7:14>[FUNCHESS] Her father
was a mathematician with a PhD -
7:14 - 7:17from a prestigious university.
-
7:17 - 7:21She had learned long
division in first grade -
7:21 - 7:25and a different method for doing it.
-
7:25 - 7:33She didn't understand.
Why was her teacher saying this to her? -
7:33 - 7:38This little girl learned the first
of many valuable lessons that day. -
7:38 - 7:42First, she learned that her teacher
did not see her as a gifted student. -
7:42 - 7:48Two, her teacher didn't see her
as the child of educated parents. -
7:48 - 7:53The teacher did not even see
a correct math problem on the board. -
7:53 - 7:55Some people may say
this woman was a raging racist -
7:55 - 7:57that only saw the child
as an uppity nigger -
7:57 - 8:00who could not conform and do right.
-
8:00 - 8:03But what I'd like to offer
to you today is another frame. -
8:03 - 8:08Could it be that this teacher,
her implicit bias had so ingrained to her -
8:08 - 8:13that Blacks were so intellectually
inferior and unintelligent, -
8:13 - 8:19that it was impossible for
a child in an urban school -
8:19 - 8:24to not only get the problem correct,
but do it in a different method? -
8:24 - 8:26Then when faced with something
-
8:26 - 8:30that all her life, that her biases
had told her was impossible, -
8:30 - 8:32that could not possibly be,
-
8:32 - 8:38reacted from such a primal place
to protect that worldview -
8:38 - 8:40that she had held sacred
up until that time? -
8:40 - 8:42There's another quote [from "The Matrix"]:
-
8:42 - 8:45[paraphrasing] "Some people are
just not ready to be unplugged. -
8:45 - 8:49They are so inured, so dependent
on the system as it stands -
8:49 - 8:52that they will fight to protect it."
-
8:52 - 8:55Again, in “The Matrix,” that's Morpheus.
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8:56 - 9:01Implicit biases are pervasive.
We all have them. -
9:01 - 9:05Even people with avowed
commitment to impartiality, -
9:05 - 9:08like let's say judges.
-
9:11 - 9:16Now, you may say to me,
“Melanie, these are wild stories. -
9:17 - 9:19These are extreme examples.
-
9:19 - 9:22We are good people.
Good people don't do these things. -
9:22 - 9:23That can't be real.”
-
9:23 - 9:27Let me tell you today:
This is very real. -
9:27 - 9:29I'm going to share a piece
of information with you -
9:29 - 9:32about these stories that's going
to tell you how real they are. -
9:32 - 9:35These are both stories out of my life.
-
9:35 - 9:42In the first story, I was the wife,
who, big and pregnant — -
9:42 - 9:45as my mother said,
“big with child” — had to fight -
9:45 - 9:50to get people to check my husband
for things that white people got. -
9:50 - 9:51And the implicit biases,
-
9:51 - 9:54those doctors could have
left a woman without a husband, -
9:54 - 9:57children without a father,
and a mother without a son. -
9:57 - 10:01I was the gifted fourth grade
student in the second story. -
10:01 - 10:04In that story, in the end,
-
10:04 - 10:07it led to my first act of
nonviolent social protest. -
10:07 - 10:11I staged a sit-in for 100 days
in my living room. -
10:11 - 10:18[audience applauds]
-
10:18 - 10:22Now, I'm going to share
one more story with you -
10:22 - 10:24just so you can understand that—
-
10:24 - 10:26you may say, “Well, Melanie,
you're kind of old -
10:26 - 10:29and these things may have
happened long, long ago -
10:29 - 10:32in a land far away like Tatooine
[from “Star Wars”], you know? -
10:32 - 10:34But I just want to let you know
that this happens -
10:34 - 10:37[quotes “The Music Man”]
“right here in River City.” -
10:37 - 10:38So, this September,
-
10:38 - 10:42a beautiful, gifted African-American
ninth grade girl enters school. -
10:42 - 10:46Because she's been in an honors program,
-
10:46 - 10:48she entered ninth grade
with enough credits -
10:48 - 10:50to technically be a tenth grader.
-
10:50 - 10:51Now, this young lady has a goal.
-
10:51 - 10:54Her goal is to go to Cornell
and study neuroscience. -
10:54 - 10:56She has had this goal for many years,
-
10:56 - 10:59and all the people in her circles
nurture her in this goal -
10:59 - 11:00and make opportunities for her
-
11:00 - 11:03to start to build the building blocks
to make her goal a reality. -
11:03 - 11:05So, she enters ninth grade,
-
11:05 - 11:08she goes to meet the guidance counselor,
as ninth graders do. -
11:08 - 11:09And as guidance counselors do,
-
11:09 - 11:12she sits down with the student
and says, “Well, what is your goal?” -
11:12 - 11:14And this young lady,
she's very confident, -
11:14 - 11:17as 14-year-old girls can be
(You know how that is.) -
11:17 - 11:18[audience laughs lightly]
-
11:18 - 11:22She goes and says, “I want to go
to Cornell and be a neuroscientist,” -
11:22 - 11:27to which her guidance counselor reacts,
“Well, that's a, that’s a big dream, -
11:27 - 11:36but let's look at something
more uhhhhhh realistic, like MCC.” -
11:36 - 11:38In that moment,
-
11:38 - 11:44the student stood stunned
as she watched her goal crumble. -
11:44 - 11:46And people may say,
“Well, Melanie, he's just one person,” -
11:46 - 11:49but he's so much more than that.
-
11:49 - 11:51He was the guidance counselor.
-
11:51 - 11:53In the schools, just so you know,
the guidance counselor -
11:53 - 11:56is the person who was charged
with setting the academic plan -
11:56 - 12:00to help students get
from point A to point B -
12:00 - 12:01to get to their goals.
-
12:01 - 12:04So, if he didn't believe in her,
how was he going to help her? -
12:04 - 12:09And if he didn't help her,
how was she going to attain her goal? -
12:09 - 12:13This was the match
that ignited a forest fire -
12:13 - 12:15of self-doubt, negative self-talk,
-
12:15 - 12:18that resulted in depression
that manifested itself -
12:18 - 12:20in school avoidance,
of decrease in grades, -
12:20 - 12:26and eventual lack of ability to engage
in the everyday life of this child. -
12:27 - 12:29You know what the ironic thing
is about this story? -
12:30 - 12:32This is my daughter's story.
-
12:32 - 12:36Forty years later,
-
12:36 - 12:40the words may have changed,
but the bias, the power, -
12:40 - 12:42and the potential impact remain the same.
-
12:42 - 12:45But you know,
what's even worse about that -
12:45 - 12:49is that my daughter's story is not unique.
-
12:49 - 12:53This story repeats itself
hundreds of times every year -
12:53 - 12:55in the Rochester City School District
-
12:55 - 13:01for hundreds of students going in
with dreams and goals. -
13:01 - 13:04The thing is, the counselor
did not look at my child -
13:04 - 13:06and did not look at
her academic record, -
13:06 - 13:07did not look at it,
-
13:07 - 13:11but just because of the way,
what he saw when she walked in, -
13:11 - 13:12crushed her dream.
-
13:12 - 13:14But I don't want to leave you on a downer,
-
13:14 - 13:16and I'm going to tell you,
there is hope, -
13:16 - 13:19because what has been done
can be undone. -
13:19 - 13:22Our brains are malleable.
-
13:22 - 13:25They're these incredible, incredible—
-
13:25 - 13:28[chuckling] even though
my brain is farting right now… -
13:28 - 13:30[audience laughs]
…they are incredible. -
13:30 - 13:35There [have] these incredible
capacity for growth and change. -
13:35 - 13:38And so, you might say to me,
“Melanie, how do I do this?” -
13:38 - 13:45First, what I want you to do
is to call yourself on your own stuff. -
13:45 - 13:48When you're walking down the street
and you see that person coming -
13:48 - 13:50and you cross over
to the other side of the street, -
13:50 - 13:52call yourself on it.
-
13:52 - 13:54Ask yourself, “Why did I do that?
-
13:54 - 13:57What did that person do
to facilitate that response from me?” -
13:57 - 14:00And then once you've done that,
and you start looking at yourself — -
14:00 - 14:03and I don't want you to think
I don't understand it — -
14:03 - 14:07This takes you being extremely self-aware,
-
14:07 - 14:09But once you do that,
-
14:09 - 14:12you start having these conversations
with your family and friends. -
14:12 - 14:14It's very easy to have these conversations
-
14:14 - 14:17in the nice, warm, fuzzy
places of a TED Talk, -
14:17 - 14:19but it's much different to have it
-
14:19 - 14:22at your Sunday dinner
with your mother-in-law, okay? -
14:22 - 14:24[audience laughs lightly]
-
14:24 - 14:28What we're looking for,
we say we want to be better, -
14:28 - 14:31but in order to have this
better world we're talking about, -
14:31 - 14:34we must be better ourselves
and be better to each other. -
14:34 - 14:40We have to move into what I call
“transformational activism.” -
14:40 - 14:44In order to create a world with equity,
we must do some things. -
14:44 - 14:48First, do your own personal work.
-
14:48 - 14:54Two, make some connections
with people that don't look like you. -
14:54 - 14:59Three, when you have privilege,
use your privilege to create equity, -
14:59 - 15:04And guess what:
many of you in this room have it. Use it. -
15:04 - 15:12Four, intentionally and deliberately
engage in non-biasing activities. -
15:12 - 15:14That means, get out of homogeneous groups,
-
15:14 - 15:17get into some heterogeneous groups
where not everybody's the same -
15:17 - 15:19and start learning some stuff.
-
15:19 - 15:22Take that stuff and share it with others.
-
15:23 - 15:28I want to leave you with some
new language: “Ubuntu.” -
15:28 - 15:32It's a [unclear] Bantu word
that translates into the idea of, -
15:32 - 15:35“I am who I am
because of who we all are, -
15:35 - 15:39and we are who we are
because of who I am.” -
15:39 - 15:41It talks about the interconnectedness
of us all. -
15:41 - 15:46It is one step beyond
“I am my brother or sister's keeper.” -
15:46 - 15:51It is, “I am my brother and sister
and they are me." -
15:51 - 15:55I see you, I see myself.
-
15:55 - 15:59When you look at yourself
next time, see me. -
15:59 - 16:03[audience cheers and applauds]
- Title:
- Implicit Bias how it affects us and how we push through Melanie Funchess TEDxFlourCity HD 108
- Video Language:
- English
- Duration:
- 16:13
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