A preconceived notion, often negative, held by an individual or group against another individual or group. Typically prejudice is held against a group due to one or more immutable characteristics, activities, or beliefs that characterize that group.

Prejudice

Implicit Bias refers to beliefs or attitudes toward a group of people that are outside of one's conscious thinking.

Implicit Bias

Using heuristics in reasoning under uncertainty leads to predictable biases in behavior.  

Cognitive Bias

The holding of a viewpoint, favorable or unfavorable, about a idea, person, or group, that is unwarranted given available information

Pepperdine University

- Gender and Sexuality
- Social Class, Inequality, and Poverty
- Environment
- Marriage
- Effects on Early Education Programs in Disadvantaged Children 
- Disability
- Religion
- Family
- Culture
- Race and Ethnicity

Sociological Issues 

Wikipedia: Bias

Gender and Sexuality

These three topics are interrelated because a person's social class commonly impacts that person's inequality and poverty and vise versa, which can be seen in child nodes. 

Social Class, Inequality, and Poverty

A disability is any impairment through which a person is hindered from full participation in society on an equal basis with those without the same impairment. 

Disability

Religions are collections of beliefs, practices, and meaningful places/items/people that provide an understanding of the supernatural, spirituality, and transcendence. 

Religion

A group of people connected through an emotional bond.

Family as a Sociological Issue

Marriage is a legal, social contract between two people who maintain a physical and emotional relationship. 

Marriage as a Sociological Issue

This issue focuses on how people impact their natural environment.

Environment as a Sociological Issue

A collection of human behaviors and social norms that connect a group of people. These norms can include shared art, law, and beliefs, as well as other mutual commonalities.

Culture as a Sociological Issue

The effectiveness of early education programs in promoting children's long-term success has been a significant topic of debate for policymakers and stakeholders deciding on funding allocation. Extensive scientific research has addressed this question, concluding that while program effectiveness can vary and short-term effects are often more pronounced, these programs are generally found to be effective and can produce significant long-term benefits for participants.

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