From Detecting an Author’s Bias to Writing Bias-Free

Bias may be an intentional or unintentional statement that reflects favoritism or prejudice for or against an object, idea, person, or group.

There is no perfect way to identify bias because it is oftentimes hidden in the content. The risk of not evaluating readings for bias is the dissemination of false and misleading information.

Goals

  1. Understand strategies for instructors or learners check for an author’s bias.
  2. Understand strategies for bias free writing.

How-to-guide

Detecting an author’s bias

The following strategies may be used to help instructors or learners check for an author’s bias:

Step 1: Finding appropriate sources

  • What specific databases should we use?
  • How do we identify appropriate scholarly sources?
  • How do we identify and use diverse practitioner sources?

When evaluating what sources are most appropriate from an anti-racist lens, consider:

  • Are there specific sources that represent/publish works of diverse, racialized, equity-deserving groups?
  • Who is the author of the source and what kinds of work do they produce?
  • Is there a political slant in the content?
  • Are works of racialized authors in the field included or cited?
  • If there are advertisements in the source, are they representative or display racial stereotypes?
  • Is negative racial language or bias being used?
  • Are arguments supported by factual evidence, including citations and links?

Tips on evaluating sources:

  • Try to find the original sources used and read them yourself to confirm accuracy.
  • Find general information about a topic or author from sources like Wikipedia and Google Scholar.
  • Check for consensus by looking at sources that contrast claims made by the author.
  • Use bias and fact checker websites to fact-check a claim made by the author.

Step 2: Understanding and detecting bias

  • Did the author use persuasive or inflammatory language or overestimate the probability of an event to examine a problem? Ex. After the pandemic, travel by air became very expensive because people all over the world refused to fly.
  • Did the author stretch the facts to emphasize an argument? Ex. Everyone agreed the policy was poorly constructed”.
  • Did the author use flawed information in their argument? Ex. Although there is no data to support this, buying this car is the best choice you can make”.
  • Has the author made certain statements that are were misquoted or not supported or linked to evidence? Ex. “Many research findings suggest that extreme sports are bad for your health”.

Techniques to identify an author’s bias:

  • Check for words charged with emotion that can reveal the author’s opinion about a topic (loaded words).
  • Check for words that label an entire group (stereotypes).
  • Check if the author is using vague language or generalizations.
  • Check if the author only presents one side of an argument.
  • Check if the author presents facts or opinions.

Step 3: Strategies for writing bias-free

Strategies for writing bias-free are really about precision and word choice.

The table below describes some general principles.

Table 1. General principles for reducing bias in communication

Appropriate level of specificity

Avoid the use of characteristics that are not relevant to the topic. It is not always necessary to include information on a person’s racial and ethnic identity if the communication does not require it.

When you have determined which characteristic is required, choose terms that are appropriately specific. For example, consider using “Indigenous” only as an umbrella term for all First Nations,

Metis and Inuit people but use specific names when needed.

Useful tips:

Age: 15-18 years old; 65-80 years old

Disability: Alzheimer’s disease, autistic

Racial or ethnic groups: Chinese Canadians, Black Canadians

Sensitivity to labels

Respect the language people use to describe themselves

Try to determine what is appropriate by asking subjects what they call themselves.

Operational terms may be used, like BIPOC, if explained. However, it is oftentimes much better to avoid such labels and be specific as to what race you are communicating about.

Avoid false hierarchies by comparing groups with care. consider usage of “normal” and “abnormal” or “traditional” and “non-traditional”. Also consider how groups or people are placed on a graph or table, especially if it implies that a certain dominant group is the universal standard.

Useful tips:

Race: racialized persons

Nationality: African, Latin American, European, Asian Racial comparisons: use alphabetical order or sample size order to describe racial and other groups

Naming biases & privilege

Self-assessment questions (Twyman-Ghoshal & Lacorazza, 2021):

  • How does my social geographical location influence my identity, knowledge, and accumulated wisdom?
  • What knowledge am I missing?
  • What privileges and power do I hold?
  • How do I exercise my power and privilege over others?
  • How do my biases and privileges take up space and silence others?
  • How do my power and privilege show up in my work?
  • Am I non-racist or anti-racist? How do I hold myself accountable?

References

American Psychological Association. (2022). General principles for reducing bias.

Axel-Lute, M. (2019). The opposite of deficit-based language isn’t asset-based language. It’s truth-telling. Shelterforce: The Original Voice of Community Development.

Twyman-Ghoshal, A. and Lacorazza, D. C. (2021). Strategies for antiracist and decolonized teaching. Faculty Focus: Higher Ed Teaching Strategies from Magna Publications.

University of Wisconsin Green Bay Libraries (2021). Identifying Bias.

USC Libraries. (2023). Detecting author bias.

Authors

Written by: Judith Gallimore (Associate Chair, Business Administration).

Reviewed and edited by: Benjamin Denga (Anti-Racism Advisor, Reimagine Higher Education).