Can we all agree by now that lectures don’t work? Most of the things we lecture teens about, they already know—but they have this almost magical belief that the rules don’t apply to them. It’s truly impressive how unaffected they seem when hearing about all the negative consequences of doing X, Y, or Z. Their silence basically screams, “Well, not me.”
Now, I’m not just talking about choices like smoking, drinking, or excessive phone usage. I’m also talking about prejudice and stereotyping others. And let’s be honest here—this magical ability to believe “it doesn’t apply to me” isn’t exclusive to teens. Adults do it too. (Shy me slowly raising my hand hoping no one sees.) People get SUPER defensive when discussing big topics like racism, sexism, ageism, and all the other “-isms.” Why? Because NO ONE THINKS THEY’RE PART OF THE PROBLEM. Either they believe their comments are harmless jokes or they genuinely think they’re exempt from bias or malice.
If that’s the mentality we’re up against, then lectures aren’t going to get us anywhere.
So, how can we discuss inclusion and the benefits of diversity while addressing the prejudice and bias we ALL have?
That’s what this lesson is all about. This is my first-ever resource on TPT—it’s the OG, and it’s a classic for a reason. It helps uncover biases in a way that surprises everyone, even the most self-aware among us.
At the end of this blog I've attached a YouTube video of me explaining how the activity works and how it can help your teens recognize the prejudices they may hold. These biases could prevent them from truly understanding others—and, in this case, from hiring a highly qualified person.
Here’s the premise: Your students are tasked with hiring an accountant to handle their money. They’re presented with seven candidates, all with very different backgrounds, appearances, ages, and races. But here’s the twist: these details aren’t revealed all at once.
First, they’re given just the names. Then, last names. Next, a photo. After that, the candidates’ sexual orientation, followed by their physical and mental health status. Finally—at the VERY END—they learn about the candidates’ actual educational background and experience in accounting (or lack thereof).
What’s so fascinating about this activity is how many students initially choose the candidate most similar to themselves. And that moment right there? It opens the door to so many meaningful conversations.
Tip: For this activity to work, DO NOT tell students upfront that it’s about bias. It’ll skew their responses and defeat the purpose.
Teach On, Katie
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