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Early Impact of Teacher Residencies in California

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Early Impact of Teacher Residencies in California

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Early Impact of Teacher Residencies in California

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California’s teacher residency program marks the largest investment in teacher residencies in the nation. Data on early implementation suggest residencies are helping diversify the profession, create a well-prepared workforce, and provide more intensive clinical training experiences.

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The goal of the CA Teacher Residency Lab is to serve as a conduit for California teacher residencies to easily access a constellation of supports based on ongoing assessments of development and need

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Californians Dedicated to Education Foundation

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To strengthen California's capacity to provide equity-driven, clinically rich teacher preparation and support.

The Lab fosters a vibrant learning community committed to operationalizing equity through common program quality standards and state resources - leading to a powerful system of California teacher residency programs. The Lab ensures that all California teacher residencies receive coherent, aligned, needs-based, research-based, developmentally appropriate support and technical assistance. We serve as a conduit for California teacher residency partnerships to easily access a constellation of support that builds their capacity to design effective and sustainable teacher residency programs. Core to the Lab's work is the Labs 10 Key Characteristics of Effective Residencies. These have informed the planning and direction of CTC Grant Funded Teacher Residencies since Fall of 2021. The Statewide Residency Technical Assistance Center (SRTAC) is our active state-wide collaborator. SRTAC provides targeted, developmentally appropriate technical assistance to program participants aligned with residency program outcomes.

Since 2019, the Lab has supported 97 local education agencies and university residency partnerships

Between 2019-2022, 959 residents graduated from California Residency Programs. 65% of resident graduates are BIPOC, outpacing the state's teacher average of 37%.

As enhanced members of the Lab's membership program, 16 residency partnerships accessed and received personalized 1:1 coaching

The Lab hosts two in-person conferences and 5 virtual events a year

88% of residency graduates have been retained after 3 years of teaching

View our upcoming events below, and learn more on our events tab!
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The Teacher Residency Lab (Lab) is proud to partner with districts and universities across the state of California to diversify the teacher workforce in service of students. The Lab is in California and has team members across the state to support residency programs to recruit, train, and retain teachers of color. We understand the California context and communities and are here to support residency programs across the state.

The Statewide Residency Technical Assistance Center (SRTAC) is our active state-wide collaborator. SRTAC provides targeted, developmentally appropriate technical assistance to program participants aligned with residency program outcomes. This center represents a partnership among five County Offices of Education (COE), The Residency Lab, WestEd, and UCLA Teacher Education Program. Its primary goal is to provide targeted, developmentally appropriate technical assistance and comprehensive support to residency programs, catering to both Teacher and Counselor residencies across California.
We also deeply appreciate our current and past funders!
Our Teacher Residency Lab partnerships across the state!
ADDITIONAL PARTNERS
Register and learn more about upcoming events below!

Our team is excited to be hosting a Virtual Power-Up Workshop dedicated to exploring innovative ways to market and recruit candidates into your residency programs. View more information on the PDF flyer here.

Grant Overview Drop-Ins - Participants will receive an overview of the grant opportunities, deadlines, and support to prepare strong teacher residency grant applications to submit to the California Commission on Teacher Credentialing (CTC).

Grant Writing Support Sessions - Participants who plan to apply to the grant program, will receive grant writing support and resources from a Residency Lab Coach. Coaching and support will be provided in a small group or one-on-one setting.
View a recap of our 2023 California Teacher Residency Annual Symposium!
As we continue to evaluate our program, results, impact, and goals, please check back in on this page to learn more about the impact our model and participants are making!

In our first year of building our residency program, we had some knowledge about residencies and strongly believed in the purpose, but we didn't quite know where to go from there. We found the support and guidance we needed through participating in the Residency Lab. The Lab provided experts who didn't just present ideas; they actually met with us and provided assistance that met our exact needs. Most importantly, the Lab has served as a networking opportunity to connect us with people up and down the state who have experienced similar challenges. - Karin Compise, Resident @ TCSJ

The CA Teacher Residency Lab supported the development and refinement of our systems and structures needed to create an effective teacher residency program. The foundation is set in Oakland, thanks to the CA Lab. So now, if and when OTR leadership changes, the residency will continue strong thanks to this strong foundation. - Zaia Vera, Oakland Teacher Residency

As we reach out and recruit teachers in the residency program that reflect the student populations that they will work with, we've learned that organizing the support and emotional needs of aspiring teachers of color is paramount to their success. We've also learned that by listening and opening up to the discussions of race and equity as a team with mentors, student teachers, supervisors, and university instructors, we will have better success in retaining teachers of color. - North Coast Teacher Residency

View a recap of our 2023 Teacher Residency Annual Symposium!

Explore our Recent Resources

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The Lab is committed to supporting teacher residency programs in California to fulfill their ability to effectively recruit, develop support systems for, provide outreach and communication strategies to, and retain a teacher workforce that reflects a local educational agency community's diversity.

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Dr. Jacquelyn Ollison is an equity-focused expert in improving teacher retention in high-poverty schools by addressing teachers' compassion fatigue.

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Compassion Fatigue | Jacquelyn Ollison | TEDxOhloneCollege

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Creating opportunities for Black people to heal and thrive.

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Creating opportunities for Black people to heal and thrive.

Safe Black Space is the umbrella under which various services are offered to address people of African ancestry's individual and community reactions to cultural and racial trauma. Currently, it has two main components: Safe Black Space Community Healing Circles and Emotional Emancipation Circles (EECs℠). It will expand to include Safe Ally Spaces and Safe Black Green Spaces: Grandmas Backyard. Detailed explanations of each component are described later and an infographic is provided which shows an overview of Safe Black Space.
Learn More

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Being a participant of a Safe Black Space Community Healing Circle gave me the opportunity to discuss my experiences with prejudice, discrimination and racism with others who had shared experiences. After the circle, I felt relieved, connected and supported.

- Deraan

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The Torlakson Whole Child Institute's mission is to identify, develop, and serve as a catalyst to scale innovative, whole-child and whole-community initiatives.

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Commentary By TOM TORLAKSON AND JACQUELYN OLLISON

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The Whole Child Institute – Torlakson Whole Child Institute

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The mission of the Torlakson Whole Child Institute is to identify, develop, and serve as a catalyst to successfully scale innovative, whole-child and whole-community solutions to key challenges facing California public school students.

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About Us

Project Implicit is a 501(c)(3) non-profit organization and international collaborative of researchers who are interested in implicit social cognition.

Project Implicit was founded in 1998 by three scientists - Dr. Tony Greenwald (University of Washington), Dr. Mahzarin Banaji (Harvard University), and Dr. Brian Nosek (University of Virginia). Project Implicit Health (formerly Project Implicit Mental Health) launched in 2011 and is led by Dr. Bethany Teachman (University of Virginia) and Dr. Matt Nock (Harvard University).

The mission of Project Implicit is to educate the public about bias and to provide a "virtual laboratory" for collecting data on the internet. Project Implicit scientists produce high-impact research that forms the basis of our scientific knowledge about bias and disparities.

Please visit https://www.projectimplicit.net to learn more about our team and the programs and services that we offer.

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Project Implicit is a 501(c)(3) non-profit organization and international collaborative of researchers who are interested in implicit social cognition. Project Implicit was founded in 1998 by three scientists - Dr. Tony Greenwald (University of Washington), Dr. Mahzarin Banaji (Harvard University), and Dr. Brian Nosek (University of Virginia).

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We all have biases - unsupported assumptions we make about people or groups. Implicit bias, also commonly known as unconscious bias, refers to the various social stereotypes and judgments that people unknowingly assign to others based on a variety of factors, such as their age, socioeconomic status, weight, gender, race, or sexual orientation. And while these biases aren't always negative, they're shaped by a survival instinct that causes people to associate with people they perceive to be similar to them, because they're deemed to be "safe."

Examples of unconscious biases are present throughout our personal and professional lives. In Blink: The Power of Thinking Without Thinking, Malcolm Gladwell notes that in the general population, roughly 3.9% of adult men are 6 foot, 2 inches or taller. Yet among a random sampling of CEOs, he found that nearly a third, or roughly 33.3%, fell into this group.

According to Gladwell, this could be linked to an unconscious belief that height correlates with success. This hypothesis is further underscored by a 2020 Chinese study that found that each centimeter in height above average correlated with a 10% to 13% increase in annual earnings.

Everyone holds implicit beliefs about various social groups, and these biases can have a negative impact in our social, study, and work environments. Implicit biases are harmful because they influence the way we perceive and interact with others - and can lead us to depersonalize people from different groups based on perceived characteristics. Learning to identify and overcome them is an important step toward overcoming prejudice and social and racial stereotypes.

What Is Implicit Bias?

Whereas explicit biases are those that people express openly (e.g., arguing that mothers of young children shouldn't hold management positions), implicit biases often lie outside of our conscious awareness.

For example, if a manager assigns a tech-heavy task to a young employee instead of an older one based on the unspoken assumption that younger staff members are better with technology, implicit bias is at play. Unconscious bias can also occur in the classroom; for example, students may marginalize non-native English speakers when choosing work groups, with the unconscious assumption that they may not perform as well as native English-speaking peers.

The insidious nature of bias lies in its unconscious nature, as our implicit biases often contradict the values that we aspire to. And when people aren't even aware that they're doing something, it can be difficult to correct.

Types of Implicit Bias

The first step toward addressing implicit biases involves learning to recognize them. Among the various implicit biases prevalent throughout society are some such as race and ethnicity bias, age bias, gender bias, LGBTQIA+ community bias, and ability bias.

Race and Ethnicity Bias

Race and ethnicity bias occurs when people assume certain characteristics about someone based on their race or ethnicity, such as assuming that all Asian students are good at math or that all Hispanic individuals are English-language learners, and then take actions that reinforce those biases - unconsciously overlooking a Hispanic employee for a task that requires strong English communication skills, for example.

Age bias occurs when people make assumptions about others based on their age, such as when a hiring manager looking for a social media-savvy applicant rejects a resume because the graduation date tips off that the applicant is middle-aged, unconsciously assuming that the candidate wouldn't be adept at social media management.

Gender Bias

Gender bias occurs when people assume one gender is better suited for a particular job - such as welding or babysitting - regardless of an applicant's experience level.

LGBTQIA+ Community Bias

Assuming that lesbians can't relate to men, and so reflexively declining to pair them with male teammates; assigning gay men to workplace tasks involving design without thinking of the reasons behind their choice; and unconsciously overlooking bisexuals for leadership positions based on an incorrect assumption that they "can't make up their minds" are examples of LGBTQIA+ community bias. LGBTQIA+ community bias is also prevalent in the healthcare system. For example, when a nurse practitioner asks a female-presenting woman if she has a boyfriend when discussing her sexual history, implicit bias is at play.

Ability Bias

Ability bias is prevalent throughout society. Examples include hiring managers who are less likely to select a candidate with a disability because they unconsciously assume they'll be more likely to take sick leave, and individuals who assume that all people who struggle with mental illness are prone to violent or dangerous behavior and so, without knowing they're doing so, restrict them from certain roles.

Other Types of Bias

Implicit bias can take many other forms, such as:

Overcoming Implicit Bias

People can use several different strategies to overcome and address implicit biases, although this is an area that no one can ever fully master. Examples include striving to identify and understand your implicit biases, proactively becoming more inclusive, and spending time with people who are different from you.

Identify and Evaluate Your Own Biases

The first step toward overcoming your implicit biases is to identify them. Reflect on your biases and be proactive in identifying the negative stereotypes you have about others. One way is to take one of Project Implicit's Implicit Association Tests, which measure topics such as race, gender, weight, and religion.

The American Academy of Family Physicians (AAFP) discusses eight tactics that can be used to reduce implicit biases, using the acronym IMPLICIT:

Be Aware and Proactive in Being More Inclusive

Once you've identified your personal biases, you can take proactive steps to be more inclusive. For one, check your media bias: Do you find that the blogs you follow, the shows you stream, or the social media accounts you "like" are all produced by people quite similar to you? That kind of affinity is natural, but it also reinforces unconscious biases. Seek out media sources aimed at different groups. You'll hear challenging opinions and learn how others experience the world.

In the classroom and the workplace, practice intentional inclusion. When asked to form a study or work group, pass over your friends to choose partners from different backgrounds.

Spend Time with People Who Are Different from You

Increasing your contact with different groups can help undermine your subconscious stereotypes.

Societal forces tend to keep us separate from people of different backgrounds and socioeconomic classes. Break out of your usual routine: Join a club sports team or library book group; volunteer with a nonprofit in a different neighborhood; take part in different cultural celebrations (e.g., National Puerto Rican Day, Juneteenth, or Nowruz, the Iranian New Year).
This approach is backed by science: Psychological theory suggests that individuals can reduce their prejudices by interacting with people from other races, ethnicities, and backgrounds.

Be Proactive and Take Steps Forward

While implicit bias affects the workplace, school, and social situations, you can work to avoid it through awareness and conscious decision-making. Taking inventory of the biases you have and laying out strategies to overcome them can help lead to a more equitable society for all.
Recommended Reading 7 Tips for Achieving Self-Empowerment Time Management for Online Students Job Search Tips: Hard Skills vs. Soft Skills Sources American Association of Family Physicians, "Eight Tactics to Identify and Reduce Your Implicit Biases"
BuiltIn, "16 Unconscious Bias Examples and How to Avoid Them in the Workplace "
Catalyst, "11 Harmful Types of Unconscious Bias and How to Interrupt Them" CIPHR, "What Is Unconscious Bias in the Workplace, and How Can We Tackle It?" CNN, "Black Men Arrested at Philadelphia Starbucks Reach Agreements" EnvatoTuts+, "What Is Unconscious Bias? + Top Strategies to Help Avoid It" Everfi, "How Inclusion in the Workplace Helps Fight Implicit Bias" Forbes, "Unconscious Bias: How It Affects Us More Than We Know" Multnomah County, Equity and Empowerment Lens ONGIG, "10 Examples of Awesome Inclusion Statements" PLOS ONE, "What Is Creating the Height Premium? New Evidence from a Mendelian Randomization Analysis in China" Profiles in Diversity Journal, "Overcoming Unconscious Bias Within Organizations" Project Implicit, Take a TestExternal link: Simply Psychology, "Implicit or Unconscious Bias" ThoughtCo. "What Is the Contact Hypothesis in Psychology?" VeryWellMind, "How Does Implicit Bias Influence Behavior?" Vox, "Companies Like Starbucks Love Anti-Bias Training. But It Doesn't Work and May Backfire"

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How to Identify and Overcome Your Implicit Bias

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Addressing implicit bias is key to achieving a more equitable society. Read more about implicit bias and its effects in the classroom and the workplace.

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Thoughts and feelings are "implicit" if we are unaware of them or mistaken about their nature. We have a bias when, rather than being neutral, we have a preference for (or aversion to) a person or group of people. Thus, we use the term "implicit bias" to describe when we have attitudes towards people or associate stereotypes with them without our conscious knowledge. A fairly commonplace example of this is seen in studies that show that white people will frequently associate criminality with black people without even realizing they're doing it.

Why it matters:

The mind sciences have found that 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. Multiple studies have also found that those with higher implicit bias levels against black people are more likely to categorize non-weapons as weapons (such as a phone for a gun, or a comb for a knife), and in computer simulations are more likely to shoot an unarmed person. Similarly, white physicians who implicitly associated black patients with being "less cooperative" were less likely to refer black patients with acute coronary symptoms for thrombolysis for specific medical care.

What can be done about it:

Social scientists are in the early stages of determining how to "debias." It is clear that media and culture makers have a role to play by ceasing to perpetuate stereotypes in news and popular culture. In the meantime, institutions and individuals can identify risk areas where our implicit biases may affect our behaviors and judgments. Instituting specific procedures of decision making and encouraging people to be mindful of the risks of implicit bias can help us avoid acting according to biases that are contrary to our conscious values and beliefs.
Implicit bias is a universal phenomenon, not limited by race, gender, or even country of origin. Take this test to see how it works for you: Implicit Bias Test
Learn more:
<< Back to RESEARCH: SCIENCE & PERCEPTION.
Implicit Bias sits at the core of our previously published reports. Most recently, Transforming Perception documents how implicit bias shapes the lives of black men and boys, and Telling Our Own Story: The Role of Narrative in Racial Healing integrates implicit bias insights with a discussion of how narrative can work to undo the harms of discrimination.

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Implicit Bias Explained - Perception Institute

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Thoughts and feelings are "implicit" if we are unaware of them or mistaken about their nature. We have a bias when, rather than being neutral, we have a preference for (or aversion to) a person or group of people.

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There are three ways to approach the Implicit Bias Module Series:

To obtain certification required by your Institution or Agency: Complete the 4 training modules and then go to Module 5, to test your knowledge and receive the certification via email.

Individual Module Verification: Select this option if your workplace/agency asks you to take individual or specific module(s) of this series. Go to that module, complete it and take the quiz via link provided at the end of each module. An email will be sent to verify completion of the individual module.

Anonymous Training: If you do not need any certificate or verification for going through the modules, you may still use the same quiz links provided after each quiz. No identifying information will be asked, and no email will be generated verifying the outcome.

Welcome

Welcome to the Kirwan Institute for the Study of Race & Ethnicity's Implicit Bias Module Series. At the Kirwan Institute at The Ohio State University, we are committed to the creation of a just and inclusive society, where all people and communities have the opportunity to succeed. Our commitment to this mission is why we work so hard to understand and overcome barriers that prevent access to opportunity in our society, such as implicit bias and racial disparities in our education system.

This course will introduce you to insights about how our minds operate and help you understand the origins of implicit associations. You will also uncover some of your own biases and learn strategies for addressing them. Each module is divided into a short series of lessons, many taking less than 10 minutes to complete. That way, even if you're pressed for time, you can complete the lessons and modules at your convenience.

We are excited that you are starting this process to explore implicit bias and what its operation means for your decisions and actions. Thank you for joining us!

About Us

The Kirwan Institute for the Study of Race and Ethnicity is an interdisciplinary engaged research institute at The Ohio State University established in May 2003. As a racial equity research institute, our goal is to connect individuals and communities with opportunities needed for thriving by educating the public, building the capacity of allied social justice organizations, and investing in efforts that support racial equity and inclusion. Here at the Kirwan Institute, we do this through research, engagement, and communication.

The Race and Cognition team at the Kirwan Institute would like to give thanks to all of those involved in the process of creating and launching the Online Implicit Bias training. Countless hours have been dedicated to the creation of the modules and we do not take that for granted. There are several people we would like to show an additional level of gratitude to:

Frequently Asked Questions
Why focus on implicit rather than explicit bias?
Although our modules focus primarily on implicit bias, Kirwan acknowledges that inclusion and equity efforts must also address explicit bias and discrimination in order to create real change. Our explicit and implicit attitudes are related constructs, and many times peoples' implicit and explicit attitudes are in alignment.

However, even though concepts are related, they are distinct. Someone can act in a biased manner based on their implicit associations, even if they do not indicate an explicit preference for certain individuals or groups. Learning about implicit bias provides a lens to help examine the causes of racial, gender, or other social disparities, even in the absence of explicit intent to discriminate or cause harm.
How long will it take me to complete these modules?
While everyone works at a different pace, these modules should take participants roughly 45 minutes to 1.5 hours to complete, depending on the time spent on activities and supplemental exercises.
Can I embed these training videos into my website?
The Kirwan Institute carefully tracks and uses data collected from this module series. While the embedding of these videos is restricted by the Kirwan Institute, we do allow organizations to iFrame this module series. The code to accomplish this is:

<iframe src="https://kirwaninstitute.osu.edu/implicit-bias-training" height="1000" width="1400" title="Implicit Bias Training"></iframe>
Are these modules supported by research?
Yes. The methods and research shared in these modules is supported by our annual flagship publication, the State of the Science Implicit Bias Review. Each year, Kirwan researchers compile studies on the subject of implicit bias into an interdisciplinary literature review in a format that is accessible and easy to understand from a wide range of academic and professional backgrounds.
Does implicit bias reflect my beliefs about equity or inclusion?
We will get more into this during Module 1, but our implicit preferences do not necessarily align with our explicit beliefs. For example, one can believe in equality of all people and still hold a pro-self-identity bias. Importantly, some people possess implicit attitudes that do not align with their own held identities.
If I didn't intend to be biased in the first place, how will learning about implicit bias help?
Becoming aware of what biases you possess and the decisions that are most likely to be influenced by our unconscious processing can help you build interventions and strategies to prevent the expression of bias and unwanted outcomes. Our training also includes information about empirically based interventions to both reduce the expression of bias and alter the associations we possess.
What is the connection between implicit bias and how people act?
Implicit bias has been shown to impact decision-making across a wide array of sectors, including employment, medicine, and education. However, there are limitations to the extent to which unconscious biases can predict individual behavior. People with an implicit preference for one identity may not act on this bias or make biased decisions, much of this depends on the circumstance.
Does this training apply to me if I don't have implicit bias?
We will touch on this during the modules, but because biases can be activated across a wide-range of identities, we all hold some implicit preferences. However, even people without an implicit preference can still act in ways that produce discriminatory behavior, such as not speaking up when they see bias in their environment. This need to translate knowledge into action is why Kirwan also emphasizes the importance of being an Active Bystander.
Will these modules eliminate bias?
These modules are not designed to eliminate bias. Rather, we hope that an awareness of implicit bias and how it operates will help participants engage in more equitable decision-making practices and behaviors. These strategies to reduce the expression of bias are only one piece of the puzzle and should be complemented by policies and strategies to address institutional and explicit discrimination.
I'm not a K-12 educator, are these modules for me?
This module series includes examples and activities that are uniquely tailored to the experience of those who work in a K-12 education setting or closely-related field. However, much of the content in Modules 1, 3, and 4 are generalizable enough to apply to most audiences.

Module 1: Introduction

In this first module, you will be introduced to the basics of implicit bias:

What is meant by "implicit" or "unconscious" associations or biases?

How are implicit biases different from explicit biases?

What does it look and/or feel like when implicit associations operate?

How do our biases form?

Why does all of this matter?

You are encouraged to complete each lesson in order and at your pace. Each lesson is followed by a quick check-in question that will help us gauge your understanding thus far.

We hope you enjoy this first module!

Module 1: Recap

Implicit bias operates outside of our conscious awareness.

Implicit bias is unconscious, automatic, and relies on associations that we form over time.

We can form bias toward groups of people based on what we see in the media, our background, and experiences.

Our biases reflect how we internalize messages about our society rather than our intent. Nevertheless, we can still act on our biases in ways that can harm others.

Module 2: Recap

Implicit bias can turn even our best intentions into unwanted outcomes.

Teacher's implicit biases can impact their perceptions of the quality of students' work and the teaching strategies they choose to implement.

Implicit biases can impact perceptions of students behavior and is a contributor to racial differences in school discipline outcomes-particularly between Black and White students.

Institutional and historic patterns of inequity within the education system contribute to the manifestation of implicit bias in schools. A targeted approach to address the negative effects of implicit bias must also include strategies to address these systemic issues.

Take the IAT!

You can find out your own biases by taking an implicit association test at: https://implicit.harvard.edu/

All tests are free and take roughly 5 minutes

Try taking 2-3 tests and reflect on your results

Module 3: Recap

There are two main ways in which we measure implicit bias. We can understand our biases through examinations of our behavior and by looking at how our brain is activated through the use of imaging technology.

One of the most utilized behavioral assessments of implicit bias is the Implicit Association Test (IAT), which measures if there are positive or negative attitudes toward a particular concept or social group.

You can better understand your own biases by taking the IAT, available at https://implicit.harvard.edu/

It is important to reflect on your results. Consider how your background and personal experiences may have impacted your results.

Our Brains are Malleable

In this process of understanding what implicit bias is and getting to learn about our own biases, it is normal to start to feel like they are too deeply ingrained in our thoughts and actions to be able to combat their effects. However, as more research comes to light, we are able to find more and more ways to either lessen the effects of bias, or change the biases themselves. Although the latter is certainly a larger undertaking, it is very possible to do so. In the same way that our implicit biases were learned over time, we can disrupt this process with intention, attention and time.

This is because the neural connections between our associations get stronger as we take in more information that confirms our stereotypes or biases. By paying better attention to what we are exposed to and making the intentional choice to seek out experiences that go against our biases, we are able to disrupt this automatic chain of events, and those physical connection in our mind can be weakened. Two interventions we will be talking about later-mindfulness and intergroup contact, have shown the ability to not only stop the manifestation of these biases, but alter the implicit biases we possess.

Module 4: Recap

There are long term strategies and changes that we can engage in to reduce our unwanted biases, such as mindfulness and intergroup contact.

One of the best ways to prevent and intervene against bias, is by knowing when you are more susceptible to acting on it, such as moments of high ambiguity, subjectivity, or stress.

Knowledge about the operation of implicit bias can help inform the individual and institutional approaches you take to address inequitable outcomes in your classroom or school.

Learning about implicit bias provides a lens to help examine causes of racial, gender, or other social disparities, even in the absence of explicit intent to discriminate.

How long will it take me to complete this certificate process?
While everyone works at a different pace, this test should take individuals roughly 20-40 minutes to finish, depending on the time spent on the open-ended reflection questions.
How does this certificate process work?
There are roughly 30 questions in the test, including 16 graded questions, a number of open-ended reflection questions, and some demographic questions. Individuals will need to earn a minimum of 14 points out of 16 to get a certificate to verify actual completion of the Implicit Bias training modules. Participants will be asked to enter their name, email address at the beginning of the test. For those who pass the test, an email containing information verifying their completion of the Implicit Bias training modules will be sent automatically to the email address they entered.
What if I do not pass the test at 80%?
This certification process requires a minimum of 14 points out of 16 to pass. Individuals who score less than 14 points will need to retake the test if they would like to get a certificate of their actual completion of the Implicit Bias training modules. For those who do not wish to retake the test, we also offer to send an email to verify that they have at least gone through the training. All individuals will be able to indicate their choice once the score is displayed.
How many times can I take the test?
Individuals may take the test as many times as they would like. However, retaking the test too quickly without any review will be flagged in our completion report as it is indicative of false learning through simple repetition. It is recommended that individuals allow at least 30 minutes before restarting the test and take time to refresh their knowledge on implicit bias by going through the modules again.
Why can't I find the email verification of completion?
Emails sent from Kirwan Institute through Qualtrics systems can sometimes end up in your spam folder or "Other" category in your inbox, please check these locations if you are having trouble locating the email of verification for the Implicit Bias training. If you are sure that you have completed the test and earned at least 14 points but still having trouble locating the verification email, please send your name to us at kirwan-admin@osu.edu. We will try to locate your score and other information in our completion report and get back to you as soon as possible.

Additional Resources

Downloads

State of the Science Implicit Bias Review

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There are three ways to approach the Implicit Bias Module Series: To obtain certification required by your Institution or Agency: Complete the 4 training modules and then go to Module 5, to test your knowledge and receive the certification via email.

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Gracias por visitar nuestro padlet, fue creado como parte del proyecto Strengthening Part C to Part B Transition for Black and Latinx Students with Developmental Disabilities (Fortaleciendo la Transición de la Parte C a la Parte B para Estudiantes Afroamericanos y Latinos con discapacidades del desarrollo) de la Red de Centros de Recursos para Familias de California.

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Family Resource Centers Network of California

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Building Capacity for High Quality IDEA Data

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Building Capacity for High Quality IDEA Data

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Tabla resumen de la transición de la Parte B a la Parte 1.2

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jCarta sobre el Padlet:

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Gracias por visitar nuestro padlet, fue creado como parte del proyecto Strengthening Part C to Part B Transition for Black and Latinx Students with Developmental Disabilities (Fortaleciendo la Transición de la Parte C a la Parte B para Estudiantes Afroamericanos y Latinos con discapacidades del desarrollo) de la Red de Centros de Recursos para Familias de California.  El proyecto fue financiado con fondos del Programa de Subvención para la Equidad y el Acceso a los Servicios del Departamento de Servicios del Desarrollo de California (DDS). A fin de mejorar el acceso a los servicios para clientes y familias, el Departamento de Servicios del Desarrollo de California fomenta el liderazgo y la formulación de políticas que respondan desde el punto de vista cultural y lingüístico a las creencias, los valores y las elecciones de las personas diversas de nuestro estado.  El Grupo de trabajo sobre la transición de la parte C a la parte B para los niños de California (Part C to B for CA Kids Workgroup) ofreció recomendaciones para mejorar la transición de Early Start (Parte C) al Distrito Escolar (Parte B) in 2021.  La Red de Centros de Recursos para Familias de California solicitó financiación a través del Programa de Subvención para la Equidad y el Acceso a los Servicios del DDS para implementar el programa Fortaleciendo la Transición de la Parte C a la Parte B para estudiantes afroamericanos y latinos con discapacidades del desarrollo.

Este padlet se creó principalmente para los participantes de las cinco Cumbres de Fortalecimiento de la Transición de la Parte C a la Parte B a lo largo de todo el estado de California.  Estas Cumbres unieron a personas interesadas en reducir las disparidades en los servicios y el acceso entre los estudiantes afroamericanos y latinos con discapacidades del desarrollo en la primera infancia y a personas que influyen en los sistemas que sirven a estos estudiantes, como los encargados de formular políticas y las entidades que aportan fondos.  Las Cumbres fueron planificadas por cinco Comités Asesores usando el marco Liderando por Convocación (Leading by Convening).  Liderando por Convocación es un plan para una participación auténtica cuya finalidad es unirse en torno a problemas.  Los Comités Asesores planificaron las Cumbres, presentaron información, ofrecieron oportunidades de establecer contactos y colaboraron en soluciones relacionadas con la transición para apoyar a los estudiantes y sus familias.

Los Centros de Recursos para Familias presentaron estas Cumbres en las áreas de servicio de sus respectivos Centros Regionales. Contamos con la participación de los siguientes centros: el Early Start Family Resource Network for Inland Regional Center, el Special Kids Connect for San Andreas Regional Center, el Alpha Resource Center for Tri-Counties Regional Center, el Family Resource Network for Valley Mountain Regional Center, y el Westside Family Resource and Empowerment Center for Westside Regional Center. Anticipamos que el padlet se compartirá con los Padres de Familia Líderes de estudiantes afroamericanos y latinos de 3 a 8 años y los profesionales que trabajan con ellos, así como otras partes interesadas, como los responsables de formular las políticas y las entidades que aportan fondos.

Un importante elemento del proyecto es que los grupos reunidos por las Cumbres seguirán encontrándose y trabajando juntos.  El padlet sirve como Kit virtual de herramientas para posibilitar y mejorar el trabajo con recursos que permitan a los usuarios encontrar información, investigaciones, videos, grabaciones y mucho más.  El padlet es una especie de tablero de anuncios, que contiene recursos categorizados, fáciles de acceder y compartir.

Como pueden ver, hemos organizado los recursos en carpetas.

•         La carpeta de Investigaciones.  En esta carpeta, hemos examinado información sobre estudios y proyectos que tratan los sesgos implícitos.

•          La carpeta de datos nos da cifras y descripciones de las disparidades existentes entre estudiantes afroamericanos y latinos con discapacidades del desarrollo.

•          Luego analizamos guías que revisan qué es el sistema Lanterman y cómo sirve a las personas en California.  Los servicios según la Ley Lanterman se prestan una vez que el niño cumple 3 años.

•          A continuación, tenemos recursos acerca del Departamento de Servicios del Desarrollo.  Como pueden ver, también hemos incluido guías para la transición que describen el proceso de salida de Early Start y lo que sigue a partir de los 3 años, incluyendo guías que abordan específicamente los servicios preescolares.

•          Por supuesto, queríamos incluir una carpeta sobre el Departamento de Educación de California.

•          Tenemos algunos recursos más generalizados, para todo el estado, sobre temas que conciernen a las familias de estudiantes en este grupo de edad.

•          Hemos incluido carpetas de videos y otros recursos de las redes sociales para las familias afroamericanas y latinas.

•          Información sobre el proceso Liderar por Convocación que se usó para planificar las Cumbres.

•          Artículos que pueden ser de interés

•          Oportunidades de formación de comunidades para las familias

•         Oportunidades de participación en estudios

•          Kit de herramientas y padlets adicionales

•          Documentos fundacionales que articulan cuestiones sobre las disparidades en los resultados

•       Y por último, algunas lecturas recomendadas.

Gracias por tomarse en el tiempo para ver este video y el padlet. Necesitamos ponernos manos a la obra.

Cordialmente,

La Red de Recursos para Familias de California

Guion del padlet

Guion del video de presentación del padlet

¿Nos puede contar algo sobre la finalidad de su video?  Por supuesto.  Nos gustaría presentarles el proyecto Fortaleciendo la Transición de la Parte C a la Parte B para Estudiantes Afroamericanos y Latinos con Discapacidades del Desarrollo, echar un vistazo al padlet que hemos creado para el proyecto y describir cómo los participantes de la Cumbre y otras partes interesadas pueden utilizarlo.

¿Para quién se creó el Padlet? El padlet se creó principalmente para participantes de cinco Cumbres regionales de Fortalecimiento de la Transición de la Parte C a la Parte B de todo el estado de California; anticipamos que el padlet se compartirá con los Padres de Familia Líderes de estudiantes afroamericanos y latinos de 3 a 8 años y los profesionales que trabajan con ellos, así como otras partes interesadas, como los responsables de formular las políticas y las entidades que aportan fondos.

Antecedentes del proyecto: A fin de mejorar el acceso a los servicios para consumidores y familias, el Departamento de Servicios del Desarrollo de California fomenta el liderazgo y la formulación de políticas que respondan desde el punto de vista cultural y lingüístico a las creencias, los valores y las elecciones de la diversa población de nuestro estado.  El Grupo de trabajo sobre la transición de la parte C a la parte B para los niños de California ofreció recomendaciones para mejorar la transición de Early Start (Parte C) al Distrito Escolar (Parte B) in 2021.  La Red de Centros de Recursos para Familias de California solicitó financiación a través del Programa de Subvención para la Equidad y el Acceso a los Servicios del DDS para implementar el programa Fortaleciendo la Transición de la Parte C a la Parte B para Estudiantes Afroamericanos y Latinos con Discapacidades del Desarrollo.

¿Qué fueron las Cumbres Regionales?  [RR1] [DS2] [DS3] Estas Cumbres unieron a personas interesadas en reducir las disparidades en los servicios y el acceso entre los estudiantes afroamericanos y latinos en la primera infancia con discapacidades del desarrollo y a personas que influyen en los sistemas que sirven a estos estudiantes, como los responsables de formular políticas y las entidades que aportan fondos.  Las Cumbres fueron planificadas por cinco Comités Asesores usando el marco Liderando por Convocación (Leading by Convening), el cual es un plan para una participación auténtica cuya finalidad es unirse en torno a problemas.  Los Comités Asesores planificaron las Cumbres, presentaron información, ofrecieron oportunidades de establecer contactos y colaboraron en soluciones relacionadas con la transición para apoyar a los estudiantes y sus familias.   Los Centros de Recursos para Familias presentaron estas Cumbres en las áreas de influencia de sus Centros Regionales.  Contamos con la participación de los siguientes centros: el Early Start Family Resource Network for Inland Regional Center, el Special Kids Connect por San Andreas Regional Center, el Alpha Resource Center for Tri-Counties Regional Center, el Family Resource Network for Valley Mountain Regional Center, y el Westside Family Resource and Empowerment Center for Westside Regional Center.

¿Cómo se usará el padlet?  Un importante elemento del proyecto es que los grupos reunidos por las Cumbres seguirán encontrándose y trabajando juntos.  El padlet sirve como Kit virtual de herramientas para posibilitar y mejorar el trabajo con recursos que permitan a los usuarios encontrar información, investigaciones, videos, grabaciones y mucho más.  El padlet es una especie de tablero de anuncios, que contiene recursos categorizados, fáciles de acceder y compartir.

¿Podemos ver el padlet?  Absolutamente. El padlet se publicará en el sitio web de la Red de Recursos para Familias de California, donde se añadirá una página para este proyecto.  Por ahora, abriremos el padlet a través del enlace y lo exploraremos.  Como pueden ver, hemos organizado los recursos en carpetas.  Veamos:

•         La carpeta de Investigaciones.  En esta carpeta, hemos examinado información sobre estudios y proyectos que tratan los sesgos implícitos.

•          La carpeta de datos nos da cifras y descripciones de las disparidades existentes entre estudiantes afroamericanos y latinos con discapacidades del desarrollo.

•          Luego analizamos guías que revisan qué es el sistema Lanterman y cómo sirve a las personas en California.  Los servicios según la Ley Lanterman se prestan una vez que el niño cumple 3 años.

•          A continuación, tenemos recursos acerca del Departamento de Servicios del Desarrollo.  Como pueden ver, también hemos incluido guías para la transición que describen el proceso de salida de Early Start y lo que sigue a partir de los 3 años, incluyendo guías que abordan específicamente los servicios preescolares.

•          Por supuesto, queríamos incluir una carpeta sobre el Departamento de Educación de California.

•          Tenemos algunos recursos más generalizados, para todo el estado, sobre temas que conciernen a las familias de estudiantes en este grupo de edad.

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Padlet Video Introduction Script

Can you tell us a bit about the purpose of your video?:  Of course.  We would like to introduce the Strengthening Part C to Part B Transition for Black and Latinx Students with Developmental Disabilities project, review the padlet that we have created for the project and describe how it can be used by Summit participants and other stakeholders.

Whom is the Padlet created for?: The padlet was created primarily for participants of five regional Strengthening Part C to Part B Transition Summits throughout the state of California, we anticipate that the padlet will be shared with Parent Leaders of Black and Latinx students ages 3-8 and professionals working with them, and other stakeholders such as policymakers and funders.

History of the project: In order to improve access to services for consumers and families, the California Department of Developmental Disabilities fosters leadership and policy development that is culturally and linguistically responsive to the beliefs, values, and choices of the diverse people in our state.  The Part C to Part B Workgroup for CA Kids provided recommendations for improving the transition from Early Start (Part C) to School District (Part B) in 2021.  The Family Resource Center Network of California applied for funding through DDS’s Service Access & Equity Grant Program to implement Strengthening Part C to Part B Transition for Black and Latinx Students with Developmental Disabilities as a workforce capacity grant.

What were the Regional Summits?  [RR1] [DS2] [DS3] These Summits brought together people with a passion for reducing service and access disparities among early childhood Black and Latino students with developmental disabilities and people with influence on the systems that serve these students, such as policy makers and funders.  The Summits were planned by five local Advisory Committees using the Leading by Convening framework.  Leading by Convening is a blueprint for authentic engagement focused on coalescing around issues.  The Advisory Committees planned Summits, presented information, provided networking opportunities, and collaborated on transition-related solutions to support students and families.   These Summits were presented byFamily Resource Centers in their Regional Centercatchment areas.  We had Early Start Family Resource Network for Inland Regional Center, Special Kids Connect for San Andreas Regional Center, Alpha Resource Center for Tri-Counties Regional Center, Family Resource Network for Valley Mountain Regional Center, and Westside Family Resource and Empowerment Center for Westside Regional Center.

How Will the Padlet Be Used?  An important element of the project is that the groups brought together by the Summits will continue to meet and work together.  The padlet serves as a virtual Toolkit to enable and enhance that work with resources allowing users to find information, research, videos, recordings and more.  The padlet is an online bulletin board of sorts, with categorized, easy to access and share resources.

Can we look at the padlet?  Absolutely! The padlet is going to be posted on the Family Resource Network of California’s website, where a webpage will be added for this project.  For now, we will open the padlet using the link and take a walk through it.  As you can see, we have put the resources into folders.  Let’s take a look:

•          The Research folder.  In this folder, we have vetted information about studies and projects around implicit bias.

•          The data folder gives us numbers and narrative on existing disparities among Black and Latinx students with developmental disabilities.

•          Then we look at guides that review what the Lanterman system is and how it serves individuals in California.  Lanterman services are provided once a child is 3 years of age.

•          Next, we have resources about the Department of Developmental Services.  As you can see, we’ve also added transition guides that address the process of leaving Early Start and moving on at age 3, including guides that specifically address preschool services.

•          Of course, we wanted to include a folder for the California Department of Education.

•          We have some more generalized, statewide resources on topics of concern to families of students in this age group,

•          We have included folders of videos and other social media resources for both Black and Latinx families

•          Information about the Leading by Convening process which was used to plan the Summits

•          Articles that may be of interest

•          Community-building opportunities for families

•          Study participation opportunities

•          Additional toolkits and padlets

•          Foundational documents that articulate the issues around outcome disparities

•          And finally, some recommended reading.

Thank you for taking the time to view this video and the padlet. We need all hands-on deck when addressing the issue transition for Black and Latinx children aged 3- 8years old.

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Articles and reports recommended by Summit planners and participants.

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These documents articulate the issues around outcome disparities.

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Information, materials and resources provided to link stakeholders with further resources.

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Links families who are interested in contributing to knowledge about developmental disabilities with vetted research studies.

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Opportunities for parents and families to meet, connect and network.

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Article topics are relevant to issues impacting Early Start transition and improving outcomes for Black and Latinx students.

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These resources introduce the Leading by Convening framework which was used to plan the regional Summits.  Leading by Convening is a blueprint for authentic engagement.

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Culturally responsive social media tools that address programs and services aimed at removing barriers to services and reducing inequitable outcomes for Black and Latinx children and families.

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This information is geared towards aiding the understanding of generic resources that may assist parents and families of young children with developmental disabilities in California.  Generic resources are Generic resources are those services typically funded by a government entity, complete with a set of eligibility criteria and regulations of their own. This is not a list of all of the organizations, programs and services that are available to individuals with disabilities and their families.

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Information and resources to help families and educators elevate the role of high-quality, inclusive and multilingual preschool, strong early intervention services, and P-3 alignment in ensuring the future of California’s children

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These resources provide information and resources to assist families, early intervention professionals, and school district personnel to navigate the move from services for infants and toddlers to special education services and programs for preschool-aged children in a seamless and efficient manner. These resources aim to provide information about services, programs, and strategies available to families and professionals supporting children 3-8.

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Early Start has a variety of materials and products to support a statewide, comprehensive and coordinated system of child find, public awareness and outreach. Outreach materials increase appropriate referrals, increase the community’s knowledge and understanding of early intervention services, and support families’ role in early intervention.  This folder also includes transition guides that address the process of leaving Early Start and moving on at age 3, including guides that specifically address preschool services.

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These guides are about the Lanterman Developmental Disabilities Services Act (people also call it the Lanterman Act, for short) which was passed in 1969. This is the California law that says people with developmental disabilities and their families have a right to get the services and supports they need to live like people who don’t have disabilities.

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Different pre-K and early elementary education funding streams, program standards, and reporting requirements make it difficult to capture the information needed to inform policies. Without a complete picture, policymakers struggle to answer questions about which children and families are (or aren’t) being served, the quality of families’ experiences, and the outcomes of children’s participation.  decision makers identify, organize, and connect different types of data into a unified information data system within or across these programs.

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As education and developmental service providers and organizations work toward achieving outcomes equity, it is not enough to focus on intentional discrimination. We must also acknowledge implicit bias and address it. This folder provides vetted information about studies and projects around implicit bias.

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The Impact of Cultural Diversity on Special Education Provision

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The Impact of Cultural Diversity on Special Education Provision

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Bilingualism in the Early Years: What the Science Says

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Bilingualism in the Early Years: What the Science Says

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Bilingualism in Young Children: Separating Fact From Fiction

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Bilingualism in Young Children: Separating Fact From Fiction

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SB-75 Part C to Part B Workgroup Recommendations

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SB-75 Part C to Part B Workgroup Recommendations

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Early Start Family Resource Network Summit Padlet

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Early Start Family Resource Network Summit Padlet

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Max Turns Three

"Max Turns Three" is a guide to transition from California Early Start to preschool-age services through the lens of a family.  It places the viewer in the shoes of parents who have concerns about what lies ahead for their child at the age of three when Early Start services end. "Max Turns Three" is available in English, with optional English captions.

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Take a Minute Provider Checklist for Supporting Social Emotional Development

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Take a Minute Provider Checklist for Supporting Social Emotional Development

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TaM Provider Checklist FINAL 7-11-16 (1)

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Effective Early Childhood Transitions Part C to Part B

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Effective Early Childhood Transitions Part C to Part B

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A Digital Series on Race and Racism- Part 2

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A Digital Series on Race and Racism- Part 2

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Two Lessons on Creating Brave Space | Elementary and  High School

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A Digital Series on Race and Racism Part 1

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A Digital Series on Race and Racism Part 1

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Empowering Educators Digital Series, presented by First Book

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We would like to introduce the Strengthening Part C to Part B Transition for Black and Latinx Students with Developmental Disabilities project, review the padlet that we have created for the project and describe how it can be used by Summit participants and other stakeholders.

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Family Resource Centers Network of California

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Indicadores del desarrollo:  Niñez mediana (6 a 8 años)

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Indicadores del desarrollo:  Niñez mediana (6 a 8 años)

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Middle Childhood Milestones English (1) (2) (1)

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Hitos del desarrollo: Su hijo a los 5 años

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Hitos del desarrollo: Su hijo a los 5 años

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Developmental Milestones: Your Child at 5 Years

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Developmental Milestones: Your Child at 5 Years

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Hitos del desarrollo: Su hijo a los 4 años

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Hitos del desarrollo: Su hijo a los 4 años

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Developmental Milestones: Your Child at 4 Years

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Developmental Milestones: Your Child at 4 Years

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What We Know About Equity in Early Intervention

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What We Know About Equity in Early Intervention

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Research Participant Registry (RPR)

The MIND Institute conducts collaborative multidisciplinary research on neurodevelopmental disabilities, including Autism, Down syndrome, Fragile X syndrome, Attention-Deficit/Hyperactivity Disorder (ADHD), and Chromosome 22q11.2 deletion syndrome.

Our new Research Participant Registry (RPR) is designed to match potential participants with the MIND Institute's human research studies. Your participation in research plays a vital role in improving awareness, understanding, prevention, care, and treatment of neurodevelopmental disabilities.

Enrolling in the registry is the first step toward participating in our clinical research
Frequently Asked Questions and Privacy and HIPAA information

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The MIND Institute conducts collaborative multidisciplinary research on neurodevelopmental disabilities, including Autism, Down syndrome, Fragile X syndrome, Attention-Deficit/Hyperactivity Disorder (ADHD), and Chromosome 22q11.2 deletion syndrome. Our new Research Participant Registry (RPR) is designed to match potential participants with the MIND Institute's human research studies.

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As children, many of us recall being shushed or scolded by adults whenever we pointed out people's differences such as skin and hair color. Or, we may recall a teacher abruptly ending the conversation when a question regarding race or racism was brought up in the classroom. From these interactions, we likely learned that talking about race was wrong. When teachers and parents avoid talking about the questions and concerns kids have around race and racism, it can further perpetuate misunderstandings, biases, and racial injustice.

Engage in open, honest discussions about race and racism.
As trusted educators, caregivers, and parents, we need to engage in open and honest conversations with children about race and racism. To begin, we must fully understand our country's legacy of slavery and how systemic racism maintains and feeds racial inequity in the United States. For white teachers and parents especially, this might evoke some anxiety. Much of this initial anxiety can be managed by examining your own understanding of race by reading books about race and racism, talking with and listening to experts, watching documentaries, and learning how (and committing) to address anti-racist policies and actions within your own community.

Getting comfortable with the uncomfortable.
I find that many parents and teachers are worried about saying the "wrong" thing or not having the "right" answers. This is common. The first step in getting comfortable with the uncomfortable is to increase your own knowledge. By learning more, you'll be better prepared to raise and teach socially conscious and conscientious kids.

Children are observant and complex thinkers. They look to people around them including parents, teachers, and other children, to make sense of who they are and learn how people who look and don't look like them are treated. Research shows children as young as two can begin to articulate ideas about racial differences and develop judgments on what those differences might mean.

Encouraging the conversation at a very young age.
From as early as three years old, many children begin to verbalize what they notice about differences including skin color, hair, visible disabilities, and gender. Children also want to talk to you about what they notice! As any parent knows, these observations or questions come up at the most inconvenient and unexpected times - while you are busy getting ready for work, while riding the bus within earshot of many other people, or while waiting in line at the grocery store.

It is important to acknowledge a child's questions and observations, even if you don't have the answers or feel uncomfortable. Some back pocket responses are: "I'm so glad you brought this up, let's talk more about it when we can sit down together," "I love that you are curious about this and I don't have all the answers right now, but we can learn together." and "Hmm.. that's a good observation. I wonder where you came up with that idea. Let's explore."

Social awareness and empathy are learned behaviors.
When we keep the conversation going, we let our children know their observations about the world are important. It helps them develop social awareness and empathy. It helps reaffirm that it is ok to notice differences and to be curious about others. The discussions they have with the trusting adults in their lives are the most influential in shaping how they see themselves and others.

The PBS Let's Talk Series
I recently hosted a PBS Utah show called Let's Talk in which I interviewed 14 parents on their own experiences with race and racism, some of whom are teachers, as well as an elementary school counselor. In each episode, we talk about how they navigate conversations around race and racism with their children. Each episode reveals the triumphs they've experienced, lessons they've learned, vulnerabilities they've felt as well as some of their best tools. To watch each of these interviews visit Let's Talk at PBSUtah.org/letstalk.

Based on these conversations and my own experience as a mother and educator, here are 10 Tips to help you on this journey.

1. Examine your own understanding of race.
If race wasn't discussed in your household growing up, do some research on your own and reflect on what it brings up for you. The more you understand what race means and how it permeates our society, the better equipped you are to teach your children about it. For a list of adult and children's books visit Let's Talkbook list resource page!

2. Become comfortable with terminology and familiar with how certain concepts are used.
For example, race and culture are not synonymous. It's important to be explicit and provide children with accurate terms so they can learn how to apply them.

3. When your child brings up a topic related to race, don't be afraid to keep the conversation going.
This lets children know it is okay to talk about what they notice. Instead of telling kids to keep quiet, refrain from using particular words or make specific observations out loud, talk to them. Ask them what they noticed and discuss it.

4. Find opportunities to ask questions.
For example, when reading a book to or with your child, ask them why someone is being treated a certain way? Is it because of their gender or skin color? Let this lead into a rich conversation.

5. Let children take the lead.
While I recommend that parents intentionally initiate conversations about race and racism, children will often bring up these thoughts on their own too. It's important to spend time on what they've noticed. Validate their questions or observations ("that's such a great observation...") and then move into a discussion. Statements and questions such as, "I'd love to hear more about that," "That's really interesting, what made you think of this?" or "How did that make you feel when that happened?" are helpful ways to deepen your conversations.

6. Involve your children in activities to help them learn about their own cultural, racial and ethnic backgrounds.
This will help them develop a greater sense of who they are, which will then enable them to create more positive interactions across various racial-ethnic groups.

7. Help your children to think critically. It is common for children to focus on concrete and visible features to describe others, such as skin color or assumed gender. Challenge them to think about other important personal dimensions. For example, if your child refers to a friend as "my white friend" or "my brown friend," ask them to tell you more about their friend (e.g., "What does your friend like to do?" and "What kinds of things do you play together?").

8. Recognize your child's limits and know when to stop.
Depending on age and attention spans, conversations with children about these topics may only last a minute or two.

9. Initiate a book club or conversation group with other parents who are interested in learning how to talk with their children about race.
Sharing challenges you encounter will normalize the difficulty in talking about socially charged topics.

10. It's OK to make mistakes!
Many parents did not grow up discussing race or racism, so there is quite a steep learning curve. You will stumble over your words and may share wrong information. Let your child know you are still figuring out how to talk about these important topics too, that learning is a life long process which you are committed to and that you are so happy you get to have these conversations together.

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10 tips on talking to kids about race and racism

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10 Tips on Talking to Kids About Race and Racism | PBS Education

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Your source for teaching inspiration, blogs, and online professional events.

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CA Department of Developmental Services - Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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State of California & Department of Developmental Services

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Regional Center Listings - CA Department of Developmental Services

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Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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What Are Social and Emotional Learning and Culturally Responsive and Sustaining Education - and What Do They Have to Do with Critical Race Theory? A Primer

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Ensuring equity in education, whereby all student groups attain comparable positive outcomes, is an ongoing challenge for policymakers and practitioners. While there is no single strategy for meeting this challenge, two broad approaches have gained traction among those committed to equity: social and emotional learning (SEL) and culturally responsive and sustaining education (CRSE).

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Racism Creates Inequities in Maternal and Child Health-Part C Literature (1) (1)

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Module 4, Overcoming Stigma and Creating Community

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Module 4, Overcoming Stigma and Creating Community

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Module 4: Overcoming Stigma and Creating Community Module

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Module 3: Understanding the Role of the Regional Center

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Module 3: Understanding the Role of the Regional Center

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Module 3: The Role of the Regional Center and Creating Strong Family-Provider Partnerships

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Understanding and Accepting the Diagnosis (Autism)

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Understanding and Accepting the Diagnosis (Autism)

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Module 2: Understanding how to Access Evidence Based Services

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What to Expect and When to Seek Help, Infancy, Spanish

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What to Expect and When to Seek Help, Infancy, Spanish

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What to Expect and When to Seek Help, Infancy, English

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What to Expect and When to Seek Help, Infancy, English

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What to Expect and When to Seek Help, Ages 1-4, Spanish

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What to Expect and When to Seek Help, Ages 1-4, Spanish

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What to Expect and When to Seek Help, Ages 1-4, English

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What to Expect and When to Seek Help, Ages 1-4, English

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What to Expect and When to Seek Help Bright Futures 1-4

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What to Expect and When to Seek Help, Ages 5-10 Spanish

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What to Expect and When to Seek Help, Ages 5-10 Spanish

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What to Expect and When to Seek Help Ages 5-10 English

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What to Expect and When to Seek Help Ages 5-10 English

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Supplemental Security Income Your Right to Appeal

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Supplemental Security Income Your Right to Appeal

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“Telling It Like It Is: The Role of Race, Class, & Culture in the Perpetuation of Learning Disability as a Privileged Category for the White Middle Class” | Disability Studies Quarterly

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“Telling It Like It Is: The Role of Race, Class, & Culture in the Perpetuation of Learning Disability as a Privileged Category for the White Middle Class” University of Missouri-Kansas City

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Pursuing Equitable Outcomes: Exploring the Intersection of Race and Disability in K-12 Education Webinar Series

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View the Thought Leader Conversation Series Below The National Center for Systemic Improvement (NCSI) supports states to transform their systems to improve outcomes for students with disabilities. NCSI is committed to helping state education agencies (SEAs) and their stakeholders understand the intersection of race and disability in education, in order to resolve inequities that disadvantage [...]

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Hispanic children often have undiagnosed developmental delays and large numbers of both Hispanic and non-Hispanic children who first were thought to have developmental delay actually had autism, researchers affiliated with the UC Davis MIND Institute have found.

The study, one of the largest to date to compare development in Hispanic and non-Hispanic children, is published in the journal Autism. The results lead the study authors to recommend increased public health efforts to improve awareness, especially among Hispanics, about the indicators of developmental delay and autism.

"Our study raises concerns about access to accurate, culturally relevant information regarding developmental milestones and the importance of early detection and treatment," said Virginia Chaidez, the lead author and a postdoctoral researcher in the UC Davis Department of Public Health Sciences when the study was conducted. "Autism and developmental delay tend to go undiagnosed when parents are not aware of the signs to look for, and the conditions are often misdiagnosed when parents don't have access to adequate developmental surveillance and screening."

Developmental delay is diagnosed in children who lag behind others in reaching important mental or physical milestones, while autism is characterized by deficits in social interactions and communication behaviors. The symptoms of both disorders can be improved with targeted interventions, with the greatest improvements seen when interventions begin early in life.

Filling the gaps in research on autism and Hispanics

In conducting the study, the researchers used data from the Childhood Autism Risk from Genetics and the Environment (CHARGE) Study, a population-based study of factors that increase risk for autism or developmental delay. The current study included 1,061 children living in California who were between 24 and 60 months of age. They were divided into three groups: children with autism, children with developmental delay but not autism, and children with typical development. All diagnoses were confirmed or changed based on evaluations by MIND Institute clinicians.

The evaluations of Hispanic children were conducted by bicultural and bilingual clinicians in Spanish or English, depending on the primary language used at home. The results for children with at least one Hispanic parent of any race were compared to the results for children of non-Hispanic white parents.

"Our goal was to use the CHARGE Study to help fill the gaps in research on autism for Hispanics so we can better understand what autism is like for this growing U.S. population," said Irva Hertz-Picciotto, professor of public health sciences, researcher with the UC Davis MIND Institute and principal investigator of CHARGE. "No other study of autism has included such a large proportion of Hispanic children."

Missed diagnoses and missed opportunities for treatment

When the outcomes for Hispanic children were compared to non-Hispanic children, the results revealed more similarities than differences in terms of autism profiles, including diagnostic scores, language function, whether or not children lost acquired skills and overall intellectual, social and physical functioning.

A striking outcome, however, was that 6.3 percent of Hispanic children enrolled in the study who were selected randomly out of the general population met criteria for developmental delay, compared with only 2.4 percent of non-Hispanic participants, which is the expected percentage. This raised concerns among the researchers that many Hispanic children with developmental delays may not be getting the services they need.

For both Hispanic and non-Hispanic children, there was a high percentage (about 19 percent overall) of Hispanic and non-Hispanic children recruited for the study with developmental delay who actually met criteria for autism, raising concerns about adequate access to accurate developmental assessment.

When the analysis was restricted to bilingual children, a significant relationship also emerged between secondary language exposure (when a child was spoken to 25 to 50 percent of the time in a language other than English) and lower scores on standardized tests of receptive and expressive language. This resulted in lower overall cognitive scores for this group.

"Our results emphasize the importance of considering cultural and other family factors such as multiple language exposure that can affect development when interpreting clinical tests, even when they are conducted in the child's preferred language," said Robin Hansen, chief of developmental-behavioral pediatrics at UC Davis, director of clinical programs with the MIND Institute and a study co-author.

About the UC Davis MIND Institute

Based in Sacramento, Calif., the UC Davis MIND Institute is a collaborative international research center committed to the awareness, understanding, prevention, care and cure of neurodevelopmental disorders. Utilizing the advanced biomedical technology and research infrastructure of UC Davis, the institute's scientists and clinicians pursue investigations that will ensure better futures for the one in twenty Americans with neurodevelopmental disorders. For information, visit www.ucdmc.ucdavis.edu/mindinstitute.

Hansen, the MIND Institute clinical team and the Center for Excellence in Developmental Disabilities at the MIND Institute have worked hard to provide accurate, current and evidence-based information about developmental disabilities to parents, educators, therapists and health-care specialists through an annual conference, website resources and community outreach.

"That so many children are slipping through the cracks is disheartening," Hansen said. "The differences between developmental disabilities can be subtle but important and involve distinct treatment pathways. We need to make sure that all children are getting routine developmental screening, early diagnosis and intervention so they can achieve their fullest potential."

For information on developmental milestones, visit the Centers for Disease Control and Prevention "Learn the Signs" website, which is available in English and Spanish at www.cdc.gov/ncbddd/actearly/index.html. Parents with concerns about their child's development should work with their health-care provider, school district and California Department of Developmental Services regional center to identify appropriate services.

The study, titled "Autism spectrum disorders in Hispanics and non-Hispanics," is available at http://aut.sagepub.com/content/16/4/381. The research was funded by the National Institute of Environmental Health Sciences (grants R01-ES015359 and P01-ES11269), the U.S. Environmental Protection Agency's STAR program (grants R-829388 and R-833292) and the UC Davis MIND Institute.
Posted Sept. 12, 2012

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UC Davis Health, Public Affairs and Marketing

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Tracking Development In Hispanic Children - UC Davis Medical Center - UC Davis Health System

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Hispanic children often have undiagnosed developmental delays and large numbers of both Hispanic and non-Hispanic children who first were thought to have developmental delay actually had autism, researchers affiliated with the UC Davis MIND Institute have found. The study, one of the largest to date to compare development in Hispanic and non-Hispanic children, is published in the journal Autism.

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How to Better Serve Latinx Children with Special Needs: A Conversation with Parents Helping Parents

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California's regional center system the system has struggled to provide services to Spanish-speaking families at the same rate it does to English-speaking ones. Claudia Harty with Parents Hel...

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‘Autistic while black’: How autism amplifies stereotypes

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A lack of research on black people with autism makes it difficult for an autistic black woman to survive in the workplace and elsewhere.

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THE RESEARCH IS IN

Bias Starts as Early as Preschool, but Can Be Unlearned

A new study finds that children show bias at a surprisingly young age. But teachers have ways to address this and create a welcoming classroom.

By Amanda Armstrong

June 4, 2019

©iStock/PeopleImages

We know that teens and adults can demonstrate social bias toward people from cultures different from their own. But what about young children? Do they show bias toward peers based on identity groups? Researchers at Northwestern University sought to provide more insight into this issue in a new study with 4- and 5-year-olds.

Using an implicit bias test commonly given to adults, researchers found that the children rated images of black boys less favorably than images of white boys and girls, with images of black girls falling in the middle.

Young children are “astute observers of the social world,” and this can have pernicious effects on how they perceive race and gender, according to Danielle Perszyk, a psychologist at Northwestern University, and her colleagues. The majority of children in the study—both black and white—had a “strong and consistent pro-white bias.”

To explore how young children may show racial and gender bias, the researchers conducted two experiments to examine whether preschool children are aware of and demonstrate bias toward other children based on both race and gender. The researchers looked at young children’s implicit and explicit biases toward four groups: black males, black females, white males, and white females.

In the first experiment, the children were divided into two groups, and each group was shown the same order of four images: a prime image—one that might cause them to have a positive or negative reaction to a subsequent image; a blank screen; a neutral image (a Chinese character); and a gray screen.

Each group had different prime images. One group saw positive and negative images (e.g., a cute puppy and a snarling puppy). The other group was shown smiling faces of black and white girls and boys. In both groups, after the gray screen appeared, the children were asked to indicate if the Chinese character they had seen was “nice looking” or “not nice looking.”

In the second experiment, a different group of children completed the same procedure, but the prime images of black and white boys and girls had neutral expressions rather than smiles. Participants were asked to rate how much they liked each boy’s and girl’s face on a 6-point scale, with 1 being “really don’t like” and 6 being “really like.”

Results from the first experiment showed that children responded more positively to the Chinese character when it followed white faces rather than black faces. They also responded more positively when it followed female faces as opposed to male ones. The Chinese character had the least positive responses when it followed images of black boys.

The second experiment found a similar impact of race on children’s feelings toward the neutral image, but there was no difference in response based on the gender of the face in the images. Results from the children’s responses in both experiments revealed that black boys were rated less positively than black girls, white girls, and white boys.

These findings show that children begin to show bias from an early age. Not only do they absorb the stereotypes they see, but they also become “increasingly attuned to social category labels, social status, and the biases exhibited by family members,” explain Perszyk and her colleagues.

ADDRESSING SOCIAL BIAS IN THE CLASSROOM

In recognition of this research, it’s valuable for educators to be mindful and to implement strategies in their classrooms that recognize young children’s social biases. Here are four relatively simple strategies they can start with.

1. Be aware that children—possibly at an earlier age than expected—may demonstrate bias and preference in their interactions: Preschoolers are not immune to bias and may treat each other differently based on race, ethnicity, or gender.

2. Determine how you want to address situations when bias is occurring: Rather than ignore situations in which children demonstrate bias, educators can use these situations as inspirations for story selection, activities, and projects. For instance, a child may project hierarchies of power in their play by attempting to dominate materials or controlling how play occurs. In response, an educator can work with them to resolve the issue, which could involve listening to the children’s experiences and offering suggestions for sharing.

If children feel uncomfortable discussing a situation in which they felt rejected by their peers, educators can have them show what happened or how they’re feeling through the use of persona dolls. These dolls have a name, a background, and other traits, and they can help children become more comfortable discussing feelings—they sharing their experiences through the dolls.

Educators can invite parents or community members to the classroom to share their experiences in antiracist activities, or use books as a way of introducing the history of racial and ethnic relations. Resources such as EmbraceRace and Lee & Low Books’ blog can used to generate dialogue with children.

3. Be mindful of the social environment you’re nurturing: Children use adults—including educators—as reference points for how to react to others. Understanding one’s own preferences and biases is helpful in determining whether social bias toward certain groups is being perpetuated in classrooms. These biases and preferences may be influencing children’s interactions with peers in their classroom as well as educators’ selection of the activities, projects, books, and images they present in the classroom.

Educators can become more aware of their own biases by dialoguing with other educators and sharing their stories related to their own cultural identity. These conversations can be kicked off by having educators share a family cultural artifact or family ritual and explain the reasons for its significance.

4. Understand that addressing bias is a process: Even if an educator would like to immediately change the circumstances in their classrooms, progress may be gradual. Just as it may take educators time to realize their biases and work through them, young children will not change their patterns of thinking immediately.

Educators are in a unique position to potentially see children’s social biases unfold as they play and work with peers, so they have a valuable opportunity to help children work through their biases and explore historical and everyday experiences of people from a variety of cultural groups. These explorations may encourage the children to create a welcoming environment in which all students can learn.

Source: https://www.edutopia.org/article/bias-starts-early-preschool-can-be-unlearned/

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A new study finds that children show bias at a surprisingly young age. But teachers have ways to address this and create a welcoming classroom.

We know that teens and adults can demonstrate social bias toward people from cultures different from their own. But what about young children? Do they show bias toward peers based on identity groups? Researchers at Northwestern University sought to provide more insight into this issue in a new study with 4- and 5-year-olds.

Using an implicit bias test commonly given to adults, researchers found that the children rated images of black boys less favorably than images of white boys and girls, with images of black girls falling in the middle.

Young children are "astute observers of the social world," and this can have pernicious effects on how they perceive race and gender, according to Danielle Perszyk, a psychologist at Northwestern University, and her colleagues. The majority of children in the study-both black and white-had a "strong and consistent pro-white bias."

To explore how young children may show racial and gender bias, the researchers conducted two experiments to examine whether preschool children are aware of and demonstrate bias toward other children based on both race and gender. The researchers looked at young children's implicit and explicit biases toward four groups: black males, black females, white males, and white females.

In the first experiment, the children were divided into two groups, and each group was shown the same order of four images: a prime image-one that might cause them to have a positive or negative reaction to a subsequent image; a blank screen; a neutral image (a Chinese character); and a gray screen.

Each group had different prime images. One group saw positive and negative images (e.g., a cute puppy and a snarling puppy). The other group was shown smiling faces of black and white girls and boys. In both groups, after the gray screen appeared, the children were asked to indicate if the Chinese character they had seen was "nice looking" or "not nice looking."

In the second experiment, a different group of children completed the same procedure, but the prime images of black and white boys and girls had neutral expressions rather than smiles. Participants were asked to rate how much they liked each boy's and girl's face on a 6-point scale, with 1 being "really don't like" and 6 being "really like."

Results from the first experiment showed that children responded more positively to the Chinese character when it followed white faces rather than black faces. They also responded more positively when it followed female faces as opposed to male ones. The Chinese character had the least positive responses when it followed images of black boys.

The second experiment found a similar impact of race on children's feelings toward the neutral image, but there was no difference in response based on the gender of the face in the images. Results from the children's responses in both experiments revealed that black boys were rated less positively than black girls, white girls, and white boys.

These findings show that children begin to show bias from an early age. Not only do they absorb the stereotypes they see, but they also become "increasingly attuned to social category labels, social status, and the biases exhibited by family members," explain Perszyk and her colleagues.

Addressing Social Bias in the Classroom

In recognition of this research, it's valuable for educators to be mindful and to implement strategies in their classrooms that recognize young children's social biases. Here are four relatively simple strategies they can start with.

1. Be aware that children-possibly at an earlier age than expected-may demonstrate bias and preference in their interactions: Preschoolers are not immune to bias and may treat each other differently based on race, ethnicity, or gender.

2. Determine how you want to address situations when bias is occurring: Rather than ignore situations in which children demonstrate bias, educators can use these situations as inspirations for story selection, activities, and projects. For instance, a child may project hierarchies of power in their play by attempting to dominate materials or controlling how play occurs. In response, an educator can work with them to resolve the issue, which could involve listening to the children's experiences and offering suggestions for sharing.

If children feel uncomfortable discussing a situation in which they felt rejected by their peers, educators can have them show what happened or how they're feeling through the use of persona dolls. These dolls have a name, a background, and other traits, and they can help children become more comfortable discussing feelings-they sharing their experiences through the dolls.

Educators can invite parents or community members to the classroom to share their experiences in antiracist activities, or use books as a way of introducing the history of racial and ethnic relations. Resources such as EmbraceRace and Lee & Low Books' blog can used to generate dialogue with children.

3. Be mindful of the social environment you're nurturing: Children use adults-including educators-as reference points for how to react to others. Understanding one's own preferences and biases is helpful in determining whether social bias toward certain groups is being perpetuated in classrooms. These biases and preferences may be influencing children's interactions with peers in their classroom as well as educators' selection of the activities, projects, books, and images they present in the classroom.

Educators can become more aware of their own biases by dialoguing with other educators and sharing their stories related to their own cultural identity. These conversations can be kicked off by having educators share a family cultural artifact or family ritual and explain the reasons for its significance.

4. Understand that addressing bias is a process: Even if an educator would like to immediately change the circumstances in their classrooms, progress may be gradual. Just as it may take educators time to realize their biases and work through them, young children will not change their patterns of thinking immediately.

Educators are in a unique position to potentially see children's social biases unfold as they play and work with peers, so they have a valuable opportunity to help children work through their biases and explore historical and everyday experiences of people from a variety of cultural groups. These explorations may encourage the children to create a welcoming environment in which all students can learn.

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Bias Starts as Early as Preschool, but Can Be Unlearned

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A new study finds that children show bias at a surprisingly young age. But teachers have ways to address this and create a welcoming classroom.

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Removing Barriers to Opportunity: Eliminating Preschool Expulsions

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Removing Barriers to Opportunity: Eliminating Preschool Expulsions

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Removing Barriers to Opportunity: Eliminating Preschool Suspensions

By David Johns, White House Initiative on Educational Excellence on African Americans

I have said it before and it bears repeating: Learning starts at birth and the preparation for learning starts well before birth. The time period between childbirth until about age five is among the most critical of a child's life as it is when the foundation upon which all future learning and development is built. To ensure they develop the cognitive, social and emotional skills and experiences needed to be successful in school and in life, all children must have access to high-quality early care and education programs designed to reach that goal.

This is especially true for African American students, who, in spite of a legacy of accomplishment in the face of adversity, continue to confront significant barriers to academic achievement - barriers that are unrelated to ability to learn but rather are related to opportunity to learn. According to the U.S. Department of Education's Civil Rights Data Collection survey, African American male students received a disproportionate number of suspensions, detentions, and call-outs, at all levels.8 A recent Kids Count policy report published by the Casey Foundation similarly found that African American students face the highest barriers to opportunity in our society.

Opportunities to support African American students - and other scholars from poor, racial and ethnic minority communities - are available early in their lives. We need to take advantage of them. In addition, while we are focused on expanding access to high-quality early care and education programs and services, we must be equally vigilant about ensuring that we stop the practice of removing children from, or otherwise pushing them out of, the very spaces designed to ensure their success.

More than 8,000 public preschool students from across the country were suspended at least once, with Black children, and boys more specifically, representing a disproportionate number of those suspended. Black children account for only about one-fifth (18 percent) of all preschool students but nearly half of all preschool students who were suspended more than once. It is worth noting that boys of all races account for 54 percent of preschool students in the Kids Count report but represent more than 80 percent of those suspended more than once. While some may decide to debate the merits of suspending preschoolers altogether, the data regarding the impact of suspension on behavior and achievement is clear - it does not work to improve either. Call to Action: A Critical Need for Designing Alternatives to Suspension and Expulsion suggests that school districts are continuing to use out-of-school suspensions - even for minor disciplinary infractions - despite evidence that these suspensions tend to exacerbate problem behaviors and may, in fact, lead directly to academic problems.

Beginning at birth, all children deserve to feel safe, nurtured and supported in the spaces designed to ensure their cognitive, social and emotional development. We must work to end disciplinary practices that result in any child being removed from high-quality learning and development programs and services, temporarily or otherwise. The White House Initiative on Educational Excellence for African Americans supports efforts to eliminate preschool suspension and other practices that negatively impact the achievement and development of our youngest learners.

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