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Giving students exposure to what is going on in their communities through local organizations that participate in cultural activities, community service, and social justice advocacy will give them information needed to help reduce biases. Some organizations will partner with schools to give students the chance at getting involved with different cultures. These organizations confront issues of diversity in race, ethnicity, socioeconomic disadvantages, etc.

This is a school-wide strategy but can also be implemented in the classroom, with the teacher arranging for individual meetings with different organizations or to dive further into what the organizations entail to help students learn more about diversity. Increased awareness reduces biased and misconceptions. This strategy can be implemented into all schools, but I believe it is most appropriate and effective for high school grades 9-12.

SOURCE:
Teaching Tolerance (2021). Critical practices for anti-bias education. Tolerance.org.

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Students interview a family member about a variety of issues including historical events or era, family experiences of justices and injustices, social movements, religious culture, etc. The student can use the interview to present it to the class or create a project based on their families culture and experiences to give others new perspectives.

This strategy confronts and reduces biases by giving students and their families the opportunity to have their voice heard as well as share interesting values and customs. It can help other students learn about one another to create a more understanding and cohesive classroom environment. This activity could be adapted as needed for grades 4-12.

SOURCE:
Teaching Tolerance (2021). Critical practices for anti-bias education. Tolerance.org.

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Making instruction relevant to the lives of every student is critical in creating a multicultural curriculum. Students from different backgrounds will need to be taught lessons based on their preferred learning method. This reduces biased opinions that one way of teaching is appropriate for all students. Regardless of race, gender, or disability students should be expected to have high outcomes with instruction that is suited to their needs.

This strategy is important and should be the foundation of any classroom environment. Students should feel comfortable in their learning environment and recognize that everyone learns in different ways, and there is not one way that is better than the other. Differentiated instruction is appropriate and needed for all ages, grades K-12.

SOURCE:
Teaching Tolerance (2021). Critical practices for anti-bias education. Tolerance.org.

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This activity creates a "circle of trust" in which students can talk about themselves in a safe environment with the facilitation of the teacher. Questions can include "What is one thing you would like people to know about you and your loved ones?" and "What is one thing you would like to learn about someone from another community?" This creates an open discussion and could lead to a subject unit lesson or project involving research on the cultures of others to give students further understanding on backgrounds different than their own.

This strategy allows students to speak about themselves and think about the world outside of their own to cultivate understanding of others and human diversity. While I learned about this listening circle resource from the view of a group of adults, I think it could be easily modified to fit as a classroom activity. This would be most age appropriate for students in grades 7-12, and could be adapted as necessary.

SOURCE:
ISA TODAY (2020) Confronting race at work: How our team came together in community. Wordpress.com.

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As a class, the teacher and students celebrate holidays of diversity, such as Martin Luther King Day, Autism Awareness Month, and Women's History Month. Making students aware of other cultures and backgrounds will promote reduced biases by giving students the opportunity to learn about the reasoning behind each multicultural holiday/event, as well as introducing students to the positive figures that contribute to such celebrations.

This strategy sheds light on the importance of all the varying people in America and how they have left a positive mark on history and society today. Giving students this positive image of others who are different from them will give them multi-dimensional perspectives beyond their singular worldview. Celebrating these holidays should be implemented appropriately in grades K-12 as a part of creating a multicultural school environment.

SOURCE:
Education (2019). How to promote diversity in the classroom: Recognize and challenge implicit bias (2019). Waterford.org: Taylorsville, UT

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Empathy training can be taught with role-playing or role-reversal exercises. This activity allows students to act out difficult situations that students from different backgrounds may experience (race, religion, socio-economic status, gender, disabilities, etc.) When students have explicit demonstration of harmful interactions and how to better treat people, it will create a more unbiased classroom environment, one in which students can realize that everyone has the same feelings and emotions.

I think this strategy is effective in teaching empathy because students will have to confront their own implicit biases and potentially see how it would make them feel if they were treated unfairly based on characteristics beyond their control. This is a good activity for upper elementary grades all the way into high school, with adjustments made as needed.

SOURCE:
Understanding Prejudice (2021). Teacher's corner: Tips for elementary school teachers. Social Psychology Network.

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When doing any activity that might be difficult for a disabled student to do (physical mobility, visual impairment, etc.) ask the other students in the classroom to help adapt the activity so that everyone can participate. This creates a cohesive environment where everyone is included and it becomes a routine part of the classroom.

This strategy can be executed for any activity. I like the idea of including the other students in helping with adaptations to activities to reduce the bias that students with disabilities can't fully engage. It also will help the student with the disability to feel more confident in their capabilities of completing the activity based on their needs. This strategy would be best suited for elementary through high school students, grades 3-12, when there is an interactive or group activity.

SOURCE:
Understanding Prejudice (2021). Teacher's corner: Tips for elementary school teachers. Social Psychology Network.

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National African American History Museum Activity

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National African American History Museum Activity

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This is a group activity that confronts racism in America and is facilitated by the teacher to create a healthy conversation about diversity in America. Students listen to a radio interview with Lonnie Bunch, the museum curator of the National African American History Museum. The students get into groups and answer questions after listening to the interview, such as "What does it mean to be American? and "How do you believe many White Americans would react to a visit at the National African American History Museum and Culture?" These questions, among others, cultivate issues of race and diversity and give students the different perspectives of other Americans.

I like that this activity openly discusses race in a productive manner in which the teacher can mediate between groups and open each student's minds to a world outside of their own, or to discuss issues related to their own racial history. It is a chance for other voices to be heard, respected, and valued to reduce implicit biases. This teaching strategy would be best suited for high school students, in particular grades 11-12 in which students are developing more maturity and can handle conversations with grace.

SOURCE:
WJC: School Tools (2013). Activities for teaching about prejudice and discrimination. Western Justice Center: Pasadena, CA.

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Inclusion curriculum represents people from all different backgrounds and is integrated into the classroom through various materials that shed a positive light, in particular, to stigmatized groups. One specific book through this source that is mentioned is a book called Last Stop on Market Street. This books entails the perspective of a young boy who notices the differences between himself and others. In some ways he has more than others, and in some ways he has less. This book would be helpful in addressing the stigmas around people who are lower in socioeconomic class, and would help reduce bias by showing students that they are people just like anyone else who do good things and make the best of what they have. It also teaches students how they should respond to others who have less than them and it magnifies the importance of charity work.

This strategy of implementing a curriculum that promotes awareness and tolerance of different backgrounds could be used to address several forms of biases beyond people of a lower-socioeconomic class. Using this book, Last Stop on Market Street, would be appropriate for grades K-3 because it is a fictional picture book.

SOURCE:
Education (2019). How to promote diversity in the classroom: Recognize and challenge implicit bias (2019). Waterford.org: Taylorsville, UT.

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Get-to-know-you games are a good activity for the first or last days of school. By giving students a chance to get to know one another, they will learn more about their similarities instead of focusing on differences and biases. Students may discover that they enjoy the same sport, or breakfast cereal, or tv show instead of looking at someone's gender, race, disability, etc.

I chose this strategy because it is a simple and efficient way for students to get to know one another for who they are on the inside. This activity could be used for most age groups, but I would specify to grades 3-12 for writing and communication purposes.

SOURCE:
Education (2019). How to promote diversity in the classroom: Recognize and challenge implicit bias (2019). Waterford.org: Taylorsville, UT.