Implicit Bias – Equitable Teaching

Implicit Bias

Implicit Bias

Overview

This guide provides resources for learning about implicit bias, including readings, videos, and activities, as well as recommendations for incorporating awareness of implicit bias into your teaching strategies.

Implicit bias describes the way that stereotypes and attitudes we are not aware of shape our behavior. According to research, “Most of our actions occur without our conscious thoughts, allowing us to function in our extraordinarily complex world. This means, however, that our implicit biases often predict how we’ll behave more accurately than our conscious values” (Perception Institute).

In the context of white supremacy, implicit bias frames our perspectives and shapes our behavior, subsequently racializing outcomes that privilege white students while disadvantaging students of color. For example, ‘standard’ English is privileged as linguistic capital in academia. This leads to unearned privilege for native English speakers in educational settings while disadvantaging ESL students (Watson, 2018). Additionally, students of color often experience stereotype threat perpetuated by socially ingrained beliefs of white superiority. Stereotype threat leads to students of color performing worse on standardized testing than their white counterparts. Implicit biases that underpin these situations put students of color at a disadvantage in education that has lifelong consequences.

Research also shows that implicit bias is pervasive in STEM courses, where instructors and students may carry assumptions or hold stereotypes in mind that are not supportive of an inclusive teaching environment.  In the STEM field, implicit bias extends beyond the classroom, as it can show up in the hiring process as well. Many studies have shown the extent and impact of implicit bias in the STEM field.

Project Implicit uses the Implicit Association Test (IAT), a tool developed by Anthony Greenwald, Professor of Psychology at the University of Washington and Mahzarin Banaji, Professor of Social Ethics at Harvard, to study prejudice in social contexts. The IAT assesses unconscious or implicit bias in the context of social identity. The test was later implemented in a study, Project Implicit, that is ongoing and is currently housed on servers at Harvard. To hear Dr. Greenwald and Dr. Banaji discuss this research, view this video.

Resource Goals:

  • To explain how implicit bias functions in the context of white supremacy, reproducing outcomes that privilege white students while putting students of color at a disadvantage.

  • To explain implicit bias and its relevance to inclusive teaching practices in all courses.

  • To provide strategies for addressing possible bias in one’s teaching and interactions with students.

Anti-Racist Pedagogy Principles:

The following anti-racist pedagogy principles are incorporated into this resource guide. For a review of the principles, visit our Practicing Anti-Racist Pedagogy homepage.

  • Principle 1: Anti-racist pedagogy acknowledges racism in disciplinary, institutional, departmental contexts
    • Implicit bias is informed by our socialization. The messages we receive from friends, colleagues, institutions, media, etc., influence our socialization. To reframe our thinking, we need to acknowledge and explore how racism and implicit bias show up in different contexts. This resource guide includes reflective journal prompts to examine how implicit bias shows up in your classroom, department, discipline, and institution.

  • Principle 3: Anti-racist pedagogy disrupts racism whenever/wherever it occurs
    • Interrogating one’s implicit bias helps to build self-reflexive muscles needed in practicing anti-racism. When one positions themselves to critically examine implicit bias, they develop a greater capacity to recognize how it connects to the different levels of racism (internal, interpersonal, institutional/structural).

  • Principle 4: Anti-racist pedagogy seeks change within and beyond the classroom
    • Doing one’s personal work is critical in practicing anti-racism. Exploring implicit bias on a personal level allows instructors to examine how it shows up in their interactions with students in and outside the classroom and with colleagues on an interpersonal and institutional level.

  • Principle 6: Anti-racist pedagogy focuses on the importance of process over time
    • Anti-racist practices are ongoing and intentional. This resource guide is intended to be a primer on the topic of implicit bias as well as encourage instructors to start reflecting on how implicit bias shows up in their lives. Included in this guide are readings and videos to explore implicit bias, encouraging further learning, exposure, and reflection on this topic.

Implicit Bias Resource Guide:

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