References to implicit bias are abundant in initiatives to increase diversity, equity, and inclusion (DEI). Common claims about implicit bias are that it is widespread (Greenwald et al., 2022) and pervasive (Nosek et al., 2007); that everyone has it (Staats, 2016); and that it is a major obstacle to DEI in virtually all aspects of life, including organizations (Jost et al., 2009), the legal system (Levinson & Smith, 2012), education (Staats, 2016), and medical care (Hall et al., 2015). But what exactly is implicit bias, and how does it matter for DEI? A closer look at the literature reveals that there is no straightforward answer to these questions, because (1) the term implicit bias has been used with different meanings and (2) the conclusions suggested by the available evidence differ depending on the meaning of the term.
To provide a basis for informed discussions about implicit bias and its significance for DEI, the current chapter discusses two dominant ideas of what constitutes implicit bias, relevant empirical evidence, and the implications of this evidence for DEI. In the first part, I discuss (1) the idea that people can behave in a biased manner without being aware that their behavior is biased, (2) two potential mechanisms that may lead to biased behavior without awareness, and (3) the significance of these mechanisms for DEI. In the second part, I discuss (1) the idea that implicit bias is what is being measured by indirect measures of bias, (2) why bias on indirect measures is different from unconscious bias, (3) what is currently known about the relation between bias on indirect measures and discriminatory behavior, (4) recent accounts that treat bias on indirect measures as an indicator of systemic (rather than individual) bias, and (5) the implications of the available evidence for DEI. In the final section, I provide an integrative discussion of (1) what we know about implicit bias, (2) important questions that still need to be addressed, and (3) implications of the available evidence for initiatives to increase DEI. I conclude with a list of recommendations for researchers, practitioners, and educators.