Hidden Biases and Fake News: Finding a Balance Between Critical Thinking and Cynicism

Elizaveta Friesem

The term “biases” often comes up in classroom discussions about fake news. We deceptions and lies also becomes more warn our students: some sources of information are less trustworthy than others difficult: it is not always clear who is because their creators are biased—in other words, prejudiced, subjective, guided by to decide what a fact is, to choose how unreasoned opinions. We divide media texts into those that deserve our students’ facts get legitimized, and to define the attention because they present facts and truth, and those that should be dismissed. meaning of accuracy itself. This shift of perspective may help us to deal with the This binary view seems reasonable, espe- biases include choice-supportive bias, current political polarization, but at what cially in the post-election United States, placebo effect, sunk-cost fallacy, zero- cost? An obvious challenge of bringing which has become the world of “us” and risk bias, selective perception, ostrich up the pervasiveness of hidden cognitive “them.” The country’s political polariza- effect, and many more.2 Over the last biases lies in the risk of making students tion is on the rise, and the term “biases” is two decades, so-called implicit biases cynical: if everyone is biased, there is no often used to explain why the “other side” have attracted much attention. This term universal truth, and no point in becoming is wrong, or how its actions are damaging is used to describe our subconscious critical thinkers. for democracy. It is not surprising that the attitudes about different social groups: Why is grappling with this challenge same kind of language and reasoning is what/whom we like and dislike, what important and how can it be done in the used in media literacy classrooms. we expect from people, and what kind classroom? As part of our efforts to battle fake of behavior we deem normal or unac- news, we sometimes also encourage our ceptable.3 Some scholars argue that the Hidden Biases: What We Know and students to acknowledge their own con- existence of implicit bias might explain Why It Matters firmation bias—the tendency to look for why such significant problems as racism One of the most discussed scientific sources and opinions that align with their and sexism still linger in the Unites States, tools that claim to reveal hidden biases preconceived notions.1 This complicates although the connection between this is the Implicit Association Test created the picture: the problem is not only that kind of bias and individual behavior is by Harvard cognitive psychology schol- some biased individuals and groups pour still not entirely clear. ars.4 They produced a number of tests: fake news into the infosphere, but also It is likely that we all have hidden about race, gender, sexuality, physical that we ourselves cannot (or do not want biases that influence our perceptions ability, age, religion, and other social to) always distinguish between the truth and behavior in different—albeit subtle— characteristics. If you are taking a basic and deceptions. This perspective blurs ways. This leads to a question: How are race test, your screen will show you the line between “us” and “them” but we to frame our conversation about fake words belonging to two different catego- does not eliminate it. news if, apparently, we are all biased in ries—pleasant things (e.g., love, rainbow, To address the complexity of fake one way or another? Dividing media happiness) and unpleasant things (e.g., news, media literacy should help stu- texts into biased and unbiased ones death, injury, vomit)—mixed with black dents reflect on a variety of hidden might be misleading, as well as accusing and white faces. As the words and pic- biases. Scholars argue that all people some “other” people of having biases or tures appear in the center of the screen at are biased in one way or another; con- not keeping their biases in check. Using random one by one, you will first need to firmation bias is just one of many cog- inquiry-based instructional strategies click the “e” key when you see a pleasant nitive biases we have. Other hidden to look for facts and contrast them with word or a white face and the “i” key when

Social Education 228 you see an unpleasant word or a black variety and complexity; however, they we have perused all or even a half of all face. You must click as fast as you can; often boil down to distinguishing facts the studies on climate change. When we the test measures the number of correct from deceptions and finding out who make our claims about it, we have to rely answers as well as the time it takes you to is responsible for falsifications. If we on certain experts whom we choose to decide. Then the task changes: you will acknowledge that we are all plagued with believe. Our biases play a role in this need to click the “e” key when you see biases that we are not aware of, the task of choice. To make the matter even more an unpleasant word or a white face and finding one objective truth and sticking complicated, we may need to admit that the “i” key when you see a pleasant word to it suddenly becomes complicated. In scientific consensus per se is not always or a black face. addition, calling the “other” side out for trustworthy. There was a time (not so long The test creators argue that when we being biased may be seen as hypocrisy. ago!) when most scholars believed that are asked to associate things that in our If we want to be honest with our students, homosexuality was a disease,5 or that mind are usually linked, we do it with we need to acknowledge this unsettling black people were intellectually inferior ease, while if we need to switch the complexity. But how can we do it with- to white people.6 As much as we want sci- association it takes us longer to make a out compromising our goal of helping ence to be objective, it reflects scholars’ connection. Implicit Association Test them become critical thinkers, lifetime biases. This is why scientific paradigms challenges our brain to reveal subcon- learners, and engaged participants in the regularly change in dramatic ways (for scious associations between such contro- modern democracy? more discussion about this phenomenon versial pairings as skin color and danger, see, for example, a famous book about gender and profession, or sexuality and Critical Thinking and Cynicism scientific revolutions by Thomas Kuhn, normalcy. The test has been taken by When we bring the revelations about first published in 1962).7 millions of people worldwide. It has hidden cognitive biases into the class- As we are preparing for our classes been recently argued that you need to room, this information may produce about fake news, we can decide to omit take it several times to discover your true adverse reactions. Some students may this complexity and focus on the good implicit bias. Some also point out that the become angry with us for forcing them old “us” vs. “them” and facts vs. truth correlation between biases revealed by out of their comfort zone. By choosing dichotomies. This decision will make the test and our behavior is not always to be honest about our own biases we our lives easier. Alternatively, we can clear. However, cumulative results sug- run the risk of undermining our author- discuss how knowledge (including sci- gest that a large proportion of the popula- ity. And by suggesting that both sides entific knowledge) is constructed, and tion has implicit biases, and even if the of any debate are to a certain degree potentially see our students falling into correlation with behavior is not entirely biased, we can make students confused, the rabbit hole of doubt and cynicism clear, it probably does exist. frustrated, and cynical. (Danah Boyd described this danger well Implicit biases are just one kind of Let’s say, we want to discuss climate in her 2018 South by Southwest speech).8 cognitive bias that we may have. Apart change. In a media literacy classroom If we do choose the thornier way, how from the previously mentioned confir- focusing on fake news, we will ask our do we make sure that the conversation mation bias, our perceptions and actions class to compile and compare different remains productive, that we do help our are also shaped by the sunk-cost fallacy sources of information about this issue students to become better learners, citi- (the more time or emotions we invest in the hope that students will distinguish zens, and human beings? into something the more we want to keep dubious from trustworthy ones. Some investing), bandwagon effect (if a lot of scholars do say that global warming is a Escaping the Rabbit Hole people act or think in a certain way, we hoax, but who are they and who stands There are several strategies for letting tend to act or think the same), halo effect behind them? As media literacy educa- the complexity into our media literacy (we will have more trust in somebody tors, we will point out that, according to classrooms but not letting it undermine whom we find attractive), anchoring scientific consensus, climate change is our students’ learning experience. They bias (the first piece of information we real, while dissenting voices come from include: (1) focusing on power imbal- hear tends to have more influence on us), those funded by major oil and coal com- ances, (2) exploring economic interests, etc. The list of common cognitive biases panies. (3) determining intentions, (4) having is long and overwhelming. Chances are But if we are brutally honest, we will students reflect on their biases, and (5) you are affected by some of them, if also have to admit that we ourselves are engaging in empathy-based dialogue that not others. not environmental scientists, and it is leads to social action. How do these revelations matter for unlikely that we are intimately famil- media literacy classrooms where the iar with scientific methods applied by 1. Focusing on power imbalances: Even issue of fake news is discussed? Fake scholars to whose consensus we are though everybody is biased, it matters news debates display considerable referring. Moreover, it is unlikely that whose words and actions can affect

September 2018 229 more people. Exploring media con- information financially. However, this students cultivate empathy towards glomeration is a good way to look at is not the same as someone creating people who hold different opinions. power imbalances. If I create a biased or spreading a biased media message media message, I may cause some because this person lacks awareness 5. Helping students engage in an empa- damage. But if a biased message is of their biases. Have your students thy-based dialogue that leads to created by a media company that can use key questions of media literacy social action: Social change is a long reach millions, the consequences will education to investigate, among other and complicated process. One can be be much more serious. It is also crucial things, the purpose (overt as well as skeptical about it, saying that sexual to help students discover controver- hidden) of every message.10 harassment exposed by the #metoo sies surrounding the use of algorithms. movement persists despite all the Although algorithms are supposed 4. Having students reflect on their hard work done by feminists, or that to be neutral, they reflect biases of biases: Remind your students that mass incarceration of black people those who created them.9 Algorithms biased messages are produced and makes us question successes of the are powerful because they determine social rights movement. Help your what information we are exposed to, It turns out that we may students to understand that things and because their workings are sel- are getting slowly better because dom transparent. As a result, they can have common values people fight for important causes reinforce power imbalances between even with our strongest together. And in order to engage in a different social groups and individuals opponents, but we won’t collaborative effort aimed to produce in stealthy hidden ways. social change, we need to be able to find that out unless we find allies by having a dialogue with 2. Exploring economic interests: Our are ready to humbly people even if we do not entirely students should learn to “follow the admit our own biases agree with them. It turns out that we money.” When exploring controver- may have common values even with sial topics, students should find out and cultivate empathic our strongest opponents, but we won’t who funds different sides of an argu- understanding of the find that out unless we are ready to ment. This is particularly critical for “other” side. humbly admit our own biases and topics such as climate change, where cultivate empathic understanding of the scientists who comprise the aca- the “other” side.14 demic consensus stating that the global spread by people, not necessarily warming is real typically have no con- because of malicious intents, eco- Becoming Ethical flict of interest, while the people who nomic interests, or a desire to keep Communicators make it their job to publically argue one’s power. We all participate in While being unbiased is a self-defeating that climate change is not human- circulation of information that con- impossibility, recognizing our own biases made are often funded by corporate tributes to the existence of dominant is an important part of critical thinking. interests vested in maintaining the ideologies and power imbalances that At the same time, admitting to being energy status-quo. these ideologies support. Have your biased is not an excuse for complacency. class discuss their own biases and Facts may be selective and knowledge 3. Determining intentions: Media mes- the way those may influence media may be socially constructed, but when sages are produced with very different texts students themselves produce somebody is hurt by maliciously twisted intentions. When gender and racial (for more guidance, use lesson plans information, their discomfort is real. The stereotypes are reinforced through created by Media Education Lab: same is true for the damage produced media representations, it is not neces- “Understanding Implicit Bias: The by media messages created or spread by sarily because media producers want Power of Reflection”11 and “Who, somebody who lacks awareness of their gender and racial inequalities to per- Me? Biased?: Understanding Implicit own biases. That is why exploring our sist, but often because of certain dom- Bias” by PBS/POV12). Studies show own biases—and helping students do the inant ideologies that persist due to that training students to recognize same—is essential. We may choose to hidden biases shared by many people. their own biases is an important start the fake news classroom by dividing At the same time, it would be naïve to strategy in teaching them to be better sources into more and less trustworthy deny the existence of intentional mali- discerners of misinformation that is ones, but this should be a beginning of cious propaganda. There are people spread through mediated communi- a much more sophisticated discussion who create fake news on purpose, cation.13 In addition, by exploring the about human communication in the often because they benefit from mis- pervasiveness of biases we can help modern world.

Social Education 230 Our Decisions (New York, N.Y.: HarperCollins 11. See https://mediaeducationlab.com/understanding- If we admit our own biases and encour- Publishers, 2008). implicit-bias-power-reflection. age students to do the same, we may have 3. Mahzarin R. Banaji‎ and Anthony G. Greenwald, 12. See https://cptv.pbslearningmedia.org/resource/ to grapple with the existence of multiple Blindspot: Hidden Biases of Good People (New ilpov18-soc-il-ilbias/who-me-biased-understanding- York, N.Y.: Delacorte Press, 2013). implicit-bias/#.Wyf_-1VKjIX truths and deal with frustration that this 4. You can take the test for free at https://implicit. 13. Joseph Kahne and Benjamin Bowyer, “Educating revelation will likely cause. To deal with harvard.edu/implicit. for Democracy in a Partisan Age Confronting the this challenge, we can help our students 5. In the 1960s, Diagnostic and Statistical Manual Challenges of Motivated Reasoning and of Mental Disorders still described homosexuality Misinformation,” in American Educational learn that there is a whole continuum as “paraphilia,” and then as “sexual orientation Research Journal 54, no. 1 (2017), 3–34. of options between not trusting any- disturbance.” 14. Arlie Russell Hochschild, Strangers in Their Own body and blindly trusting a handful of 6. Scientific racism—a belief that racism can be justi- Land: Anger and Mourning on the American Right fied by scientific evidence—is now considered (New York, N.Y.: The New Press, 2016). selected experts. Critical thinking that pseudoscience. These ideas were accepted by the 15. Cynthia L. Scheibe and Faith Rogow, The our students are developing should scientific community for a long period of time, but Teacher’s Guide to Media Literacy: Critical have been rejected as obsolete by most scholars Thinking in a Multimedia World (Thousand Oaks, include open-mindedness and intel- since the middle of the twentieth century. Calif.: Corwin, 2012). 15 lectual humility as well as optimism 7. Thomas S. Kuhn, The Structure of Scientific 16. Chris Sperry, “The Epistemological Equation: about being able to make the world a Revolutions: 50th Anniversary Edition (Chicago, Integrating Media Analysis into the Core Ill.: University of Chicago Press, 2012). Curriculum,” Journal of Media Literacy Education better place by remaining curious life- 8. See https://points.datasociety.net/you-think-you- 1, no. 2 (2010), 89–98. long learners and ethical communicators want-media-literacy-do-you-7cad6af18ec2. who know how to listen to each other.16 9. Tarleton Gillespie, “The Relevance of Algorithms” in Media Technologies: Essays on Communication, Materiality, and Society, eds. Tarleton Gillespie, Notes Pablo Boczkowski, and Kirsten Foot (Cambridge, 1. Alan C. Miller, “Confronting Confirmation Bias: Mass.: MIT Press, 2014), 167-194. See www. Elizaveta Friesem is a scholar and practitio- Giving Truth a Fighting Chance in the Information tarletongillespie.org/essays/Gillespie%20-%20 ner of media literacy and anti-bias education. She Age,” Social Education 78, no. 5 (2014): 235–240. The%20Relevance%20of%20Algorithms.pdf. explores strategies of teaching about intersections 2. Dan Ariely, Predictably Irrational, Revised and 10. See https://mediaeducationlab.com/what-media- of gender, sexuality, race, class, and physical ability Expanded Edition: The Hidden Forces That Shape literacy-0 and www.projectlooksharp.org/Resources in and through the media. %202/keyquestions.pdf.

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