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Additional Annotations for Reducing Human Bias
Additional Annotations for Reducing Human Bias
☐ 7. When possible, human biases are acknowledged and information is provided on how to address (PE6)
Whether we are aware of it or not, our behavior as instructors are affected by unconscious attitudes, stereotypes, assumptions and biases. For example, "instructors may assume that students know to seek help when they are struggling" (Yale CTL, n.d.). This bias applies to all students, but other biases tied to students' identities can be equally if not more dangerous, such as assuming that students from specific ethnicity groups will be underprepared. As a teacher of an online course, you may have to look at unconscious bias in a different light. Here are a couple of initial steps you can take to address unconscious bias:
Explore Implicit and Explicit Bias
Explore Implicit and Explicit Bias
Read (and think) more about implicit bias: In his article on the implicit biases, David Gooblar (2017) summarized different articles and workshops on this topic and outlined a few strategies to get started. Yale's Center for Teaching and Learning (n.d.) shares examples of common implicit biases. Consider which of these apply to an online or hybrid course. For example, since you may never see your students in person, which biases may not emerge? Which biases might be stronger? Are there activities that you assume students cannot do as well online, so you avoid assigning them?
Assess your own potential biases: Start with an Implicit Association Test (IAT). For example, if you teach an online course in the sciences, you might choose the Gender-Science IAT. Reflect on the results and start an internal dialogue—if you do not agree with or are surprised by the results, ask yourself what conclusions you can draw honestly and how you can become more aware of potential biases related to your students.
Learn more about biases and "blind spots": The Kirwan Institute for the Study of Race and Ethnicity at The Ohio State University has posted an Implicit Bias Module Series. While it was created originally for K-12 educators, they are worth reviewing. Also, Price Waterhouse Cooper has posted a series of videos about unconscious biases. While their perspective is not focused on education, they do a good job outlining the issues. Take a look.
Identify Bias in Course Materials
Identify Bias in Course Materials
A few ways to identify bias in materials include:
Examine the course materials and point out any biases noticed and consider asking students to do the same.
Research the most prominent people in the field and notice if bias exists.
Counter the biases by highlighting the work of people from marginalized groups within the course
To Be Welcoming
To Be Welcoming
To be Welcoming training is available on a wide variety of elements of human bias provided through ASU. Feel free to explore and sign up for any that are of interest including: Culture, religious, political, disability, nationality, age, gender, and more.
---Material above adapted from the Peralta OETraining - E6 Human Bias - CC
Below is a great example statement within a syllabus regarding visual representation of Anatomy Drawings. Used with permission from Dr. Sarah Gavac, who teaches in the Online Psychology Program in SBSS.
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Representation in Anatomy Drawings
Often when searching for anatomy drawings, we see bodies that are white or very lightly melanated. There is a distinct lack of variation in skin color within these diagrams.
At a very basic level, it's important to learn about a wide variety of bodies. This gives us a better understanding of our own bodies and those of others (e.g., partners, children, patients).
A lack of representation can create problems for medical professionals if they are only learning on white bodies yet have non-white patients (e.g., evaluating post-surgery bruising, differentiating between bruising and necrosis)
It can create assumptions about what anatomy looks like.
For more on this discussion outside of our conversation on sexual anatomy, read commentary on the movement Brown Skin Matters
, which helps to increase diversity in imagery around rashes.
I encourage you all to think critically about the images in the textbook and how they influence our understanding of development.
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