Section 1

We all have biases. Our implicit biases — attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner — often influence and create inequalities in our programs, policies, and practices. In this section, you will be focusing on how we as educators recognize even the subtlest biases, inequities, and oppressive ideologies.

“Prejudice is a great time-saver. You can form opinions without having to get the facts.”

E. B. White- American Writer

Connected Knowledge and Skills

(Note: Use the dropdown function to view )

  • Notice subtle bias in learning materials and classroom interactions

  • Show curiosity about ways school policy and practice might disadvantage some students unintentionally (or intentionally).

  • Reject deficit views that outcome inequalities (like test score disparities) are the result of the cultures or mindsets of students of color, student

Connected Terms

“ Definitions anchor us in principles. This is not a light point: If we don’t do the basic work of defining the kind of people we want to be in language that is stable and consistent, we can’t work toward stable, consistent goals.”- How to Be an Antiracist, by Ibram X. Kendi (One World, 2019). Chapter 1, “Definitions.”

  • Bias [bi·​as] (noun) an inclination of temperament or outlook especially: a personal and sometimes unreasoned judgment: Prejudice

  • Equity [eq·​ui·​ty] (noun): justice according to natural law or right specifically: freedom from bias or favoritism

  • Intersectionality [in-ter-sek-shuh-nal-i-tee] (noun) the idea that we all have multiple identity characteristics that make us who we are, and the intersection of these identities come together to create unique forms of privilege and oppression. (Adapted from Teaching Tolerance video “Intersectionality 101”)

  • Microaggression [mi·​cro·​ag·​gres·​sion] (noun) a comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced attitude toward a member of a marginalized group (such as a racial minority)

  • Privilege [priv-uh-lij] (noun) unearned benefits that someone receives due to their identity (Adapted from “White Privilege and Make Privilege” by Peggy McIntosh)

  • Oppression [uh-presh-uhn] (noun) a system of prejudice, discrimination, policies and ideas that benefits members of one identity group by exploiting, degrading or otherwise causing harm to members of another identity group. (Adapted “Does "Classism" Help Us to Understand Class Oppression?” by Fred L. Pincus and Natalie J. Sololoff)

Source: Learning for Justice

Initial Readings

Activities

Complete one activity in each of the sections below, as you consider how implicit bias impacts you personally and professionally.

  1. Reflect on your Own Bias: Click on the Personal Bias Survey link, then make a copy of the document for your own use. In your personal journal, or with your team, reflect on what was difficult to name and what was easy.

  2. Visit the Project Implicit website and review Start by selecting two quizzes to take on the Project Implicit (harvard.edu)

Curriculum and Assessment Tools

  1. Select a lesson you might have taught this year. Open the link (Mississippi Tool), and read about the process and examples (pgs 1-12), then apply the rubric to your lesson.

  2. STEM Teaching Tools: ACESSE Resource C: Making Science Instruction Compelling for All Students: Using Cultural Formative Assessment to Build on Learner Interest and Experience: StemTeachingTools (en-US)

Videos

  1. Blind spots: Challenge assumptions

  2. Ted Talk: We all have implicit biases. So what can we do about it? | Dushaw Hockett | TEDxMidAtlanticSalon

Reflection and Discussion Questions

(Note: Use the dropdown function to view questions)

  1. What type of implicit bias were you aware of before you started this quest?

  2. As you worked through the Personal Bias Survey and the implicit bias tests on the Project Implicit site, what did you learn about yourself that was new and surprising? How can this self-knowledge be used in the classroom as you work with your students?

  3. How can Gorski’s work help to move educators away from deficit thinking? (Pay particular attention to the distinction between intent and impact.)

  4. What types of bias was exposed in your lesson, when you reviewed it against that Mississippi Tool? How can you implement the Mississippi tool to assess curricular materials for hidden bias in the future? Would you make any changes?

  5. Are there additional examples of “Knowledge, Skills, and Actions” that you would add to support or supplement Gorski’s initial list for this ability?

Additional Resources

References

(Note: Use the dropdown function to view questions)

Wilson, T.D. (2004). Blind spots: challenge assumptions. YouTube: https://www.youtube.com/watch?v=BFcjfqmVah8