Defining Discomfort

own, and I don’t need her to tell me what to do. Besides, I’m getting As and Bs in every other subject, so I’m doing OK.” Patrice was worried. “You just can’t flunk, Charmaine. You’re smart, and you can get a scholarship and go to college, but if you flunk this class, that’s not going to happen.” Charmaine coolly replied, “I said I don’t need help—not from you, not from Porter, not from anybody at that school.” Patrice did not understand why Charmaine was so angry when she was just trying to be a good friend.

Discussion questions: Why do you think Charmaine doesn’t want to ask for help? What should Patrice do? Should Patrice talk with the school counselor?

Conclusion

In this chapter, we explored bias—how individuals and sometimes institutions, like schools, make judgments about people without having the information to draw an accurate conclusion. In these scenarios, we learned how even good intentions, as when Patrice was trying to help Charmaine, can lead to misunderstanding. We also saw how teachers can think that they are offering good help but, despite their offers, sometimes students can’t or won’t seek help. Bias can hurt, and part of growing in our understanding about race is learning how bias also aids people every day. Finally, it’s important to remember that bias is not a character flaw. Admitting that you are biased does not mean that you are a bad person, but it does mean that all of us, students and teachers, probably need a lot more information about a person before making a decision about him or her.