A few examples (in approximately increasing order of controversy):
If you proceed anyway...
- Identify knowledge that may be dangerous. Forewarned is forearmed.
- Try to cut dangerous knowledge out of your decision network. Don’t let it influence other beliefs or your actions without your conscious awareness. You can’t succeed completely at this, but it might help.
- Deliberately lower dangerous priors, by acknowledging the possibility that your brain is contaminating your reasoning and then overcompensating, because you know that you’re still too overconfident.
- Spend a disproportionate amount of time seeking contradictory evidence. If believing something could have a great cost to your values, make a commensurately great effort to be right.
- Just don’t do it. It’s not worth it. And if I found out, I’d have to figure out where you live, track you down, and kill you.
I don't think that this requires a utility-function-changing superbias. Alternatively: We think sloppily about groups, flattening fine distinctions into blanket generalizations. This bias takes the fact "women have a lower standard deviation on measures of IQ than men" as input and spits out the false fact "chicks can't be as smart as guys". If a person updates on this nonfact, and he tends to value less-intelligent individuals less and treat them differently, his valuation of all women will shift downward, fully in accordance with his existing utility function.
Placing "a high value on not discriminating against sentient beings on the basis of artifacts of the birth lottery" is not a common position. Most people discriminate freely on an individual basis. They also aren't aware of cognitive biases or how to combat them. Perhaps it's safer not to learn about between-group differences under those circumstances.
Strange advice for Less Wrong, though.
One argument you could give a Less Wrong audience is that the information about intelligence you could learn by learning someone's gender is almost completely screened off by the information content gained by examining the person directly (e.g. through conversation, or through reading research papers).