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Battling Implicit Bias in the IDEA to Advocate for African American Students with Disabilities

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Battling Implicit Bias in the IDEA to Advocate for African American Students with Disabilities

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This article can be intended for any aged student K-12. This article discusses multiple different things, but focuses on bias toward students with disabilities and students of different races. Students of a different race and with a disability is what it's main focus is about. It talks about the process of referrals into special education and how mainly the statistics are typically higher for students of color. It then goes to discuss students of color and bias to discipline and placement in schools are also higher due to the color of their skin. This is a good resource that all educators need to read and realize how biased/discriminating the system can be!

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This article can be intended for Elementary students. This article gives explanations and examples of how using social and emotional learning to reduce bias or stay clear of bias in education. It discusses factors like building relationship skills, self-management skills, socializing skills, self-awareness skills, etc. to not stereotype others and steer clear of bias/discrimination.

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How is social and emotional learning (SEL)--which is now an established and critical part of the school experience--connected with anti-bias education? If we want to help young people understand bias and work on social justice, what does SEL bring to the table?

According to Collaborative for Academic, Social and Emotional Learning (CASEL), social and emotional learning is "the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

SEL Competencies

CASEL outlines these core SEL competencies:

Self-awareness: The ability to recognize one's emotions and thoughts and reflect on their influence on behavior, including the ability to assess strengths and limitations and possess a well-grounded sense of confidence and optimism.

Self-management: The ability to regulate one's emotions, thoughts and behaviors effectively in different situations including managing stress and impulses and motivating oneself to work towards and achieve goals.

Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures and understand social and ethical norms for behavior.

Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups which includes skills in communication, listening, cooperation, negotiating conflict constructively, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.

Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, consequences and the well-being of self and others.

The term "social and emotional learning" was popularized in 1995 with the publication of Daniel Goleman's book Emotional Intelligence, though the term was actually coined several years before by Peter Salovey and John D. Mayer. SEL gained prominence after the 1997 publication of Promoting Social and Emotional Learning: Guidelines for Educators.

Several hundred experimental, control-group studies have documented the positive effects of SEL programming on children of diverse backgrounds from preschool through high school. Such programs have been shown to improve students' social skills, reduce aggression and behavior problems, improve attendance and academic performance, and reduce depression. They have also been shown to improve the classroom climate for learning. CASEL has compiled descriptions of SEL programs that have proven to be most effective.

Over the past twenty years, educators have developed a wide variety of approaches and programs that come under the umbrella of SEL including: character education, conflict resolution and peer mediation, restorative justice and other alternatives to punitive discipline/suspension, bullying prevention, school climate work and more. Some of these do include explicit instruction on bias and social justice.

Anti-bias education

Anti-bias education is a distinct field. It is a comprehensive approach to help young people learn to actively challenge stereotyping, bias and all forms of discrimination. Anti-bias mastery skills include: understanding the various dimensions of identity; learning and applying basic terms relating to bias and discrimination; increasing understanding of the impact of culture and differences on communication; and recognizing, acknowledging and confronting bullying, bias and discrimination in themselves, others and within institutions.

Given the public conversation about bias and injustice--especially recently--several prominent national education organizations including the NEA, AERA, NCTE and AFT have called for addressing equity in schools and society, specifically recommending that educators and school leaders "receive the tools, training, and support they need to build curricula with substantive exploration of prejudice, stereotyping, and discrimination."

Anti-bias education and social and emotional learning intersect in a variety of ways.

Intra- and interpersonal relationship skills

As we introduce young people to sometimes delicate concepts like identity, diversity, stereotyping and bias, they will need SEL skills as the foundation for having those conversations in a productive way. In order to open up and discuss difficult topics, children need to feel safe and respected in their classrooms. They need to be able to communicate effectively to convey their point of view and understand what others are saying in words and body language. They need an expanded feelings vocabulary for the different emotions that may emerge when they interact with anti-bias material in the classroom and it will be useful to have productive ways to deal with those feelings. Finally, they need to learn how to work, learn and play collaboratively in small and large groups and among differences.

Social awareness and empathy

Empathy and perspective taking are key components of social and emotional learning. Being able to understand the perspective of different people and empathizing with their life's situations and struggles helps students accept differences and gain insight into how bias and discrimination impact different people. Empathy and perspective taking motivate students to take the next step and do something about the injustice they see in their world. We know that giving students skills and knowledge in bias and bullying are not enough--empathy and understanding are critical to get young people to want to make change, help other people or inspire them to be an ally.

Identity-Based Teasing, Name-Calling and Bullying

There are many SEL programs that focus on social relationships between young people which explore friendship, cliques, name-calling and bullying. Biased or identity-based bullying, when a person gets bullied because of bias based on an aspect of their identity (i.e. race, religion, sexual orientation, physical appearance, gender identity/expression, etc.), is all too common in school and especially in the teenage years. Therefore, helping students explore identity and bias are very important components of being able to confront identity-based bullying.

Responsible decision making

SEL aims to help young people understand that we all need to take responsibility for ourselves and others - including our school, community, country and world. When we see an injustice, it is especially important that we take action as global citizens. This reinforces the goal of anti-bias education: to teach young people that despite the injustice in the world, we can all make a difference and that throughout history, people working together have created change through activism and legislation and by changing people's hearts and minds.

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Anti-Bias Education: The Power of Social-Emotional Learning

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How is social and emotional learning (SEL) connected with anti-bias education? As we introduce young people to sometimes delicate concepts like identity, diversity, stereotyping and bias, they will need SEL skills as the foundation for having those conversations in a productive way.

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This article can be intended for High School students. High school students need to be aware of privilege throughout the world and I think this article does a good job explaining the statistics and break down of what white privilege is and how it should be approached.

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Even as the United States becomes more diverse, a new era of "white flight" is unfolding. Whether they live in urban, suburban or rural communities, white students are likely to attend schools that reinforce their perceptions of cultural dominance. The average white student attends a school where 77 percent of the student body is of their race. This racial segregation is often linked with economic segregation. As the gap between rich and poor widens, fewer than 7 percent of white children attend high-poverty schools.

In general, educational research tends to focus on the effects segregation patterns have on kids from low-income families or communities of color. However, not investigating the educational experiences of white, affluent students wrongly frames them as the successful norm to which others are compared.

For teachers working within homogeneous groups privileged by race and class, providing a critical multicultural education is of tremendous importance. A robust, diverse democracy depends not on self-interested, uncritical kids, but on young people who are willing to step outside of their comfort zones. To do that, students must understand how race and class influence their lives and want to work to make the world a better place.

But bringing multicultural education into racially uniform classrooms can be a daunting task. Parents and administrators may see no need for attention to inequality. They also may encourage teachers to superficially cover or celebrate "other" cultures in uncritical ways. Because the majority of public school teachers in the United States are themselves from similarly homogeneous communities of privilege, they may feel intimidated by or unprepared for this kind of work.

What specific strategies for engaging these students are most effective at raising awareness without also provoking guilt or anger? Data that I collected while studying two teachers as part of a case study during a school year point to two different philosophies.

Bursting the Bubble

The first teacher in my study, Vernon Sloan, calls himself a "suburban missionary" intent upon "bursting the bubble" in which his students live. When asked to describe the reasoning behind his elective Urban History course, he explains, "There's that artificial line that separates the poor from the affluent that the media presents us-this image of poverty being bad, and then the people are bad so we have to protect ourselves. ... You have to cross that line."

Sloan has worked for 30 years at a public high school in a large suburb that is diversifying, but remains predominantly white and upper-middle class. One of the students described the community this way: "Everything here is so nice and kept clean, and it's not like the rest of the world. The people that live here-they know what they want and try to keep out what they don't want. ...It's a nice place to grow up, but it's not real." All of the 14 students who participated in the study described themselves as living in a "bubble." They acknowledged why the suburb might be desirable ("clean," "safe"), yet they felt sheltered and wanted to be exposed to the "real world."

Sloan sought to give students some of that exposure, to "burst" (or at least "trouble") their "bubble." For example, Sloan is one of the few adults in their lives who has talked explicitly about how his gender, race, class, language and sexual orientation grant him privilege. The naming of racism and classism was a theme throughout the course: Students located their families' personal histories in relation to white flight, interviewed older people about racial memories and examined local housing policies. Sloan also encouraged them to critically discuss racism within their schools. For instance, he pointed out that the hallway where some newly arrived black students hung out was called "The Jungle."

Sloan also described white ethnicity and explained the different histories of groups that "became white." He got them to cross the border of their bubble by taking them on field trips to places outside their comfort zones and by supporting a student exchange with a school that has a homogeneous black population. Rather than focus on traditional academic assignments, Sloan's elective course was rooted in getting students to share experiences and personal stories.

When asked to describe the course's impact, one student said, "People like Mr. Sloan make [our suburb] not as much a bubble." Other students said that they now saw their community with new eyes and expressed frustration that its racial isolation had been hidden from them. Some, however, expressed frustration with what they perceived as mixed messages of the course. They pointed out that while Sloan tried to show the humanity of people in low-income neighborhoods, he also warned students about violence and gangs. "I don't know what he really wants," said one student. "Maybe he doesn't know."

At times, Sloan's approach seemed to reinforce and romanticize students' stereotypes of an exotic "other." By the end of the semester, the majority of the students advocated charity over addressing root problems. While presenting the world as either "inside" or "outside" the bubble ("Us" and "Them") may fit the way these students view the suburbs, it does little to challenge how such ideas can limit their critical thinking. "Bursting the bubble" can thus be a powerful framework, as long as the bubble's existence is, itself, examined and critiqued.

Disturbing the Comfortable

The second teacher in my study, Liz Johnson, has worked at her school for more than a decade. The school is an elite private academy located in the heart of a posh urban neighborhood. This academy has an explicit mission to prepare students to be justice-oriented citizens in a multicultural democracy-and charges upwards of $25,000 a year to do so.

Twelve students from Johnson's required Modern American History course participated in the study. None described their community as a bubble. Instead, they talked about how unsheltered they were compared with suburban counterparts and other elite students in the city. Despite the homogeneity of their student body, most of the white, upper-class students described themselves as cosmopolitans who are comfortable in any situation. "I feel like you're exposed to a lot more in the city," said one. "The suburbs are very sheltered. Almost everyone's the same, which is very unfortunate."

Rather than bursting bubbles, then, Johnson's approach was to trouble her students' sense of ease. "You can't just target the oppressed," she explains when asked why she chose to teach at this school. "I mean, I don't think my kids are the oppressors, but they belong to the oppressor class, more or less. ... The cages need to be rattled, and that's what I'm doing. I have this motto: 'Disturb the comfortable and comfort the disturbed.'"

This meant that Johnson focused much of her students' attention on sources documenting historic and contemporary injustices. Students wrote essays, debated and participated in role-playing in order to examine their thinking. Throughout the semester, Johnson assigned readings and written work that demanded reflection from many perspectives.

These lessons were often connected to required social-action projects overseen by a team of teachers. Students divided into groups to address social issues such as the drug war, LGBT rights or religious intolerance. They conducted research to learn more about their topics, then met with local leaders and participated in political activities, such as lobbying the state legislature or soliciting signatures for petitions. Homework assignments included reading manifestos on social action and conducting interviews with community activists.

Most of Johnson's students showed great depth and breadth of knowledge about contemporary social issues. It was not unusual for them to think about and question their own positions on inequality, including a fascinating discussion on the lack of diversity at their own school.

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Even as the United States becomes more diverse, a new era of "white flight" is unfolding. Whether they live in urban, suburban or rural communities, white students are likely to attend schools that reinforce their perceptions of cultural dominance. The average white student attends a school where 77 percent of the student body is of their race.

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Creating a Schoolwide Racial and Social Justice Initiative

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Creating a Schoolwide Racial and Social Justice Initiative

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This article can be intended for Middle/High School. This article discusses how African American students face unfairness when it comes to education, health, social class, etc and what an educator do to bring awareness to these issues.

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Black students face disproportionate outcomes in education, health, and policing. Schools can play an important role in addressing these challenges. Racial and social justice-focused lessons in individual classes are useful, but a schoolwide initiative can be a longer-term, problem-solving mechanism to inspire action.

Develop a schoolwide initiative for racial and social justice by setting the focus, practicing self-assessment, identifying challenges, and creating meaningful outreach.

Set the Focus

Before embarking on a schoolwide initiative, ask participants, "What does 'help' mean for you?" Students and families can weigh in on specific challenges they would like to address. A sentence stem such as "My desire is to address the concern with _____" can be a useful prompt for gathering information.

In outlining the initial objectives, encourage goals that align with the school's mission statement. For example, my school mission statement highlighted community, inclusivity, and diversity, so my initiative, the George Floyd Scholarship, reflected these features. The scholarship required an essay on social and racial biases, reflecting the goals of inclusivity and diversity.

Don't reinvent the wheel. For some challenges, bolstering existing initiatives may be more effective than creating new ones. Take time to explore existing school initiatives to develop understanding of where needs are being met and where specific challenges still exist. My school had ongoing support for students' professional needs, such as career-exploration workshops and survival needs such as a food insecurity campaign. There was a need to address social and racial inequities.

Narrow the focus. Use specific, measurable goals to increase the likelihood of success. For example, the scholarship project goals included contacting at least two local organizations weekly and providing supporters with project updates every few weeks.

Identify key stakeholders needed for the project's success. Ask who the initiative would impact, who may help with decision-making, or who may assist with implementation. Stakeholders may include students, families, alumni, and community members.

Practice Self-Assessment

Establish your "why." Take time to define the reasons an initiative is valuable to you as an individual. For me, developing the scholarship provided a constructive way to channel my concerns about racial bias as my sons mature into Black men. Clearly defining the "why" is useful later in the process when establishing a rationale for others to join.

After defining the reasons why an initiative is personally important, consider which personal skills and experiences would contribute to the success of the initiative. For example, I have experience with grant-writing, assisting students with scholarship applications, and organizing educational activities so that parts of the scholarship project were a natural fit.

Identify Challenges at the Outset

While focusing on positive outcomes is important, don't forget to assess any issues that may negatively influence the initiative development. Understand that pushback is natural, and plan ahead for possible resistance. The key is to identify indicators of resistance such as lack of response to outreach or the inability to commit to specific tasks. Then determine the source of the hesitancy.

Thinking in advance about responses to resistance can help you formulate approaches. Determine whether the resistance is temporary and what changes to make in the plans, based on the feedback received. If there are institutional challenges to establishing a schoolwide initiative, consider how individual issues may influence the initiative. For example, if schoolwide connection is a challenge because of COVID-19, an organizer should consider specific social distancing needs. Provide for the varying comfort levels of participants with different tasks that may not require in-person contact, such as finding supporters or requesting donations.

Make Outreach Meaningful

Be intentional in assigning responsibilities. For leadership roles, consider who would expertly advise, offer useful feedback, or provide needed encouragement. For communication tasks, consider those already doing the work, such as local podcast hosts with a civil rights focus. For awareness tasks, look for participants who already share information on social media, such as local minority advocacy organizations like the African American Chambers of Commerce. Remember to include organizations that may donate services to help build the supporter base.

Be thoughtful in word choice, and personalize contacts. During conversations, I would describe my rationale for reaching out, whether it was that they had participated in advocacy work in the past, they were referred by a common acquaintance, or they had received a scholarship before. Remember to tailor communications to specific audiences. In my communication with educators regarding the scholarship, I would say, "Let's build academic opportunities for our students." Or when speaking with parents, I would say, "Let's use the initiative to honor any family that has lost a loved one due to senseless violence."

Consider using social media efforts to build project awareness. Tag supporters on Twitter to announce brief progress updates.

Transparency can be a powerful motivator. Share your own motivation, and reveal areas within the initiative that may require adjustments. Maintain a pressure-less culture that discourages shaming individuals who express a lack of interest. Stay connected by sharing progress updates with individuals who are not yet participating. Offer new options to join the initiative through ongoing calls to action, and remind possible participants that they can join at any time.

Respond to supporter feedback. For example, when one financial supporter asked about nonfinancial support, I did not yet have a plan. I thanked him for his patience as I developed a list of ways to participate. Reframe frustrations as opportunities for initiative improvement. For example, after supporters were uncertain of how to make in-kind donations, I worked to identify a process to facilitate this request.

Developing an initiative is a process that requires ongoing evaluation. Take note of successes, but also examine the ways you successfully managed to overcome unexpected obstacles along the way.

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Creating a Schoolwide Racial and Social Justice Initiative

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Black students face disproportionate outcomes in education, health, and policing. Schools can play an important role in addressing these challenges. Racial and social justice-focused lessons in individual classes are useful, but a schoolwide initiative can be a longer-term, problem-solving mechanism to inspire action.

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This article can be intended for any grade, but more directed towards staff. This article discusses how teachers can show bias to students of different gender, race, economic class and those with a disability, etc.. It also discusses how staff can be diverse and show bias towards one another. The statistics in this article shows just how biased teachers have been in a study. However, it gives great examples of what teachers can do to reduce bias in the classroom on these topics.

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Teacher Bias: The Elephant in the Classroom – Marco Learning

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The principle is the same—whether it’s gender or race, student preference or handwriting, any factor that causes a teacher to have higher…

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This article can be used in Middle School. This article discusses how girls and boys differ in education. Some research says that girls are "smarter" or develop sooner than boys and that curriculum is revolved more around girls. This article talks about how teachers need to be aware of this and use curriculum that is fair and equal to both genders. Teachers need to use curriculum that is inclusive, includes both gender experiences, includes both gender examples, represents both genders, etc.

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Gender Bias in Education
byAmanda Chapman of D'Youville College
"Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations." (Sadker, 1994) In fact, upon entering school, girls perform equal to or better than boys on nearly every measure of achievement, but by the time they graduate high school or college, they have fallen behind. (Sadker, 1994) However, discrepancies between the performance of girls and the performance of boys in elementary education leads some critics to argue that boys are being neglected within the education system:

Across the country, boys have never been in more trouble: They earn 70 percent of the D's and F's that teachers dole out. They make up two thirds of students labeled "learning disabled." They are the culprits in a whopping 9 of 10 alcohol and drug violations and the suspected perpetrators in 4 out of 5 crimes that end up in juvenile court. They account for 80 percent of high school dropouts and attention deficit disorder diagnoses. (Mulrine, 2001)

This performance discrepancy is notable throughout Canada. In Ontario, Education Minister Janet Ecker said that the results of the standardized grade 3 and grade 6 testing in math and reading showed, "...persistent and glaring discrepancies in achievements and attitudes between boys and girls." (O'Neill, 2000) In British Columbia, standardized testing indicates that girls outperform boys at all levels of reading and writing and in Alberta testing shows that girls, "...significantly outperform boys on reading and writing tests, while almost matching them in math and science." (O'Neill, 2000) However, the American Association of University Women published a report in 1992 indicating that females receive less attention from teachers and the attention that female students do receive is often more negative than attention received by boys. (Bailey, 1992) In fact, examination of the socialization of gender within schools and evidence of a gender biased hidden curriculum demonstrates that girls are shortchanged in the classroom. Furthermore, there is significant research indicating steps that can be taken to minimize or eliminate the gender bias currently present in our education system.

The socialization of gender within our schools assures that girls are made aware that they are unequal to boys. Every time students are seated or lined up by gender, teachers are affirming that girls and boys should be treated differently. When an administrator ignores an act of sexual harassment, he or she is allowing the degradation of girls. When different behaviors are tolerated for boys than for girls because 'boys will be boys', schools are perpetuating the oppression of females. There is some evidence that girls are becoming more academically successful than boys, however examination of the classroom shows that girls and boys continue to be socialized in ways that work against gender equity.

Teachers socialize girls towards a feminine ideal. Girls are praised for being neat, quiet, and calm, whereas boys are encouraged to think independently, be active and speak up. Girls are socialized in schools to recognize popularity as being important, and learn that educational performance and ability are not as important. "Girls in grades six and seven rate being popular and well-liked as more important than being perceived as competent or independent. Boys, on the other hand, are more likely to rank independence and competence as more important." (Bailey, 1992)

This socialization of femininity begins much earlier than the middle grades. At very early ages, girls begin defining their femininities in relation to boys. One study of a third grade classroom examined four self-sorted groups of girls within the classroom: the nice girls, the girlies, the spice girls and the tomboys. Through interviews researcher Diane Reay found that 'nice girls' was considered a derogatory term indicating, "...an absence of toughness and attitude." (Reay, 2001) Furthermore, the girlies were a group of girls who focused their time on flirting with and writing love letters to boys, the tomboys were girls who played sports with the boys, and the spice girls espoused girl-power and played 'rate-the-boy' on the playground. Reay's research shows that each of the groups of girls defined their own femininities in relation to boys. (2001)

The Reay study further demonstrates how socialization of girls occurs at the school level by tolerating different behaviors from boys than from girls. Assertive behavior from girls is often seen as disruptive and may be viewed more negatively by adults. In Reay's study, the fact that the spice girls asserted themselves in ways contrary to traditional femininity caused them to be labeled by teachers as "real bitches". (2001) This reinforces the notion that "...girls' misbehavior to be looked upon as a character defect, whilst boys' misbehavior is viewed as a desire to assert themselves." (Reay, 2001)

A permissive attitude towards sexual harassment is another way in which schools reinforce the socialization of girls as inferior. "When schools ignore sexist, racist, homophobic, and violent interactions between students, they are giving tacit approval to such behaviors." (Bailey, 1992) Yet boys are taunted for throwing like a girl, or crying like a girl, which implies that being a girl is worse than being a boy. According to the American Association of University Women Report, "The clear message to both boys and girls is that girls are not worthy of respect and that appropriate behavior for boys includes exerting power over girls -- or over other, weaker boys." (Bailey, 1992)

Clearly the socialization of gender is reinforced at school, "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997) Yet gender bias in education reaches beyond socialization patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the every day functioning of their classroom.

In Myra and David Sadker's research, they noted four types of teacher responses to students: teacher praises, providing positive feedback for a response; teacher remediates, encouraging a student to correct or expand their answer; teacher criticizes, explicitly stating that the answer is incorrect; teacher accepts, acknowledging that a student has responded. The Sadkers found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. (Sadker, 1994) These findings are confirmed by a 1990 study by Good and Brophy that "...noted that teachers give boys greater opportunity to expand ideas and be animated than they do girls and that they reinforce boys more for general responses than they do for girls." (Marshall, 1997)

Beyond teacher responses, special services in education appear to be applied more liberally to boys than to girls. Research shows that boys are referred for testing for gifted programs twice as often as girls, which may be because, "...giftedness is seen as aberrant, and girls strive to conform." (Orenstein, 1994) Boys represent more than two-thirds of all students in special education programs and there is a higher the proportion of male students receiving diagnoses that are considered to be subjective. While medical reports indicate that learning disabilities occur in nearly equal numbers of in boys and girls, it may be the case that, "Rather than identifying learning problems, school personnel may be mislabeling behavioral problems. Girls who sit quietly are ignored; boys who act out are placed in special programs that may not meet their needs." (Bailey, 1992)

Gender bias is also taught implicitly through the resources chosen for classroom use. Using texts that omit contributions of women, that tokenize the experiences of women, or that stereotype gender roles, further compounds gender bias in schools' curriculum. While research shows that the use of gender-equitable materials allows students to have more gender-balanced knowledge, to develop more flexible attitudes towards gender roles, and to imitate role behaviors contained in the materials (Klein, 1985) schools continue to use gender-biased texts:

Researchers at a 1990 conference reported that even texts designed to fit within the current California guidelines on gender and race equity for textbook adoption showed subtle language bias, neglect of scholarship on women, omission of women as developers of history and initiators of events, and absence of women from accounts of technological developments. (Bailey, 1992)

Clearly the socialization of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. What changes can be made to create a more equitable learning environment for all children? First, teachers need to be made aware of their gender-biased tendencies. Next, they need to be provided with strategies for altering the behavior. Finally, efforts need to be made to combat gender bias in educational materials.

A study by Kelly Jones, Cay Evans, Ronald Byrd, and Kathleen Campbell (2000) used analysis of videotaped lessons in order to introduce teachers to their own gender-biased behavior. Requiring in-service programs to address gender bias in the classroom will make teachers more aware of their own behaviors: "As a teacher, I was struck by the Sadkers' research on classroom exchanges and was forced to acknowledge the disproportionate amount of time and energy, as well as the different sorts of attention, I give to male students." (McCormick, 1995)

Once teachers have recognized their gender-biased behaviors, they need to be provided with resources to help them change. In their study focusing on how the effects of a gender resource model would affect gender-biased teaching behaviors, Jones, Evans, Burns, and Campbell (2000) provided teachers with a self-directed module aimed at reducing gender bias in the classroom. The module contained research on gender equity in the classroom, specific activities to reduce stereotypical thinking in students, and self-evaluation worksheets for teachers. The findings from this study support the hypothesis that "...female students would move from a position of relative deficiency toward more equity in total interactions...." (Jones, 2000) This demonstrates that teachers who are made aware of their gender-biased teaching behaviors and then provided with strategies and resources to combat bias are better able to promote gender equity in their classrooms.

However, beyond changing their own teaching behaviors, teachers need to be aware of the gender bias imbedded in many educational materials and texts and need to take steps to combat this bias. Curriculum researchers have established six attributes that need to be considered when trying to establish a gender-equitable curriculum. Gender-fair materials need to acknowledge and affirm variation. They need to be inclusive, accurate, affirmative, representative, and integrated, weaving together the experiences, needs, and interests of both males and females. (Bailey, 1992) "We need to look at the stories we are telling our students and children. Far too many of our classroom examples, storybooks, and texts describe a world in which boys and men are bright, curious, brave, inventive, and powerful, but girls and women are silent, passive, and invisible." (McCormick, 1995) Furthermore, teachers can help students identify gender-bias in texts and facilitate critical discussions as to why that bias exists.

Gender bias in education is an insidious problem that causes very few people to stand up and take notice. The victims of this bias have been trained through years of schooling to be silent and passive, and are therefore unwilling to stand up and make noise about the unfair treatment they are receiving. "Over the course of years the uneven distribution of teacher time, energy, attention, and talent, with boys getting the lion's share, takes its toll on girls." (Sadker, 1994) Teachers are generally unaware of their own biased teaching behaviors because they are simply teaching how they were taught and the subtle gender inequities found in teaching materials are often overlooked. Girls and boys today are receiving separate and unequal educations due to the gender socialization that takes place in our schools and due to the sexist hidden curriculum students are faced with every day. Unless teachers are made aware of the gender-role socialization and the biased messages they are unintentionally imparting to students everyday, and until teachers are provided with the methods and resources necessary to eliminate gender-bias in their classrooms, girls will continue to receive an inequitable education.

Departments of education should be providing mandatory gender-equity resource modules to in-service teachers, and gender bias needs to be addressed with all pre-service teachers. Educators need to be made aware of the bias they are reinforcing in their students through socialization messages, inequitable division of special education services, sexist texts and materials, and unbalanced time and types of attention spent on boys and girls in the classroom. "Until educational sexism is eradicated, more than half our children will be shortchanged and their gifts lost to society." (Sadker, 1994)

Bailey, S. (1992) How Schools Shortchange Girls: The AAUW Report. New York, NY: Marlowe & Company.

Jones, K., Evans, C., Byrd, R., Campbell, K. (2000) Gender equity training and teaching behavior. Journal of Instructional Psychology, 27 (3), 173-178.

Klein, S. (1985) Handbook for Achieving Sex Equity Through Education. Baltimore, MD: The Johns Hopkins University Press.

Marshall, C.S. & Reihartz, J. (1997) Gender issues in the classroom. Clearinghouse, 70 (6), 333-338.

McCormick, P. (1995) Are girls taught to fail? U.S. Catholic, 60, (2), 38-42.

Mulrine, A. (2001) Are Boys the Weaker Sex? U.S. News & World Report, 131 (4), 40-48.

O'Neill, T. (2000) Boys' problems don't matter. Report/ Newsmagazine (National Edition), 27 (15), 54-56.

Orenstein, P. (1994) Schoolgirls: Young Women, Self-Esteem and the Confidence Gap. New York, NY: Doubleday.

Reay, D. (2001) 'Spice girls', 'Nice Girls', 'Girlies', and 'Tomboys"; gender discourses. Girls' cultures and femininities in the primary classroom. Gender and Education, 13 (2), 153-167.

Sadker, D., Sadker, M. (1994) Failing at Fairness: How Our Schools Cheat Girls. Toronto, ON: Simon & Schuster Inc.

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Gender Bias in Education byAmanda Chapman of D'Youville College "Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations." (Sadker, 1994) In fact, upon entering school, girls perform equal to or better than boys on nearly every measure of achievement, but by the time they graduate high school or college, they have fallen behind.

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Intended for High School students. This article discusses important facts for students who will be transitioning into college soon and need to be aware of socioeconomic diversity throughout adulthood. As these students are preparing for college they must know what to expect on syllabi, how diversity affects university's, what is expected of them in the classroom, etc. It also talks about the different high/low socioeconomic class of students and how they are stereotyped.

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Examples

An instructor includes classroom policies in the syllabus that underscore respect, attentive listening, civil dialogue, honesty, and patience, regardless of background or appearance. The instructor addresses these policies on the first day, emphasizing that human worth informs intellectual exploration in class.

A mathematics instructor actively includes a diversity statement in her syllabus which acknowledges the various SES of students in class and reaffirms the value of diverse experiences for the learning environment.

A philosophy instructor provides pop-cultural examples and various revisions and representations to clarify sections of a dense philosophy text.

Rather than hold voluntary office-hour meetings which low SES students often avoid, a biology instructor requires one-on-one meetings with each student to discuss learning progress and personalized strategies for improvement.

Rather than assume students know how to succeed in the course, an art history instructor establishes clear class-participation norms, states explicit assessment expectations, and provides recommended resources/steps to improve performance.

Rather than ignore SES, a psychology instructor reminds students to measure, report and control for SES in research activities related to academic achievement.

A sociology instructor encourages students to contribute to the body of research on the educational and societal barriers experienced by students from various SES communities and the impact of these barriers on academic achievement and psychological well-being.

An English instructor allows for multiple paper rewrites and resubmissions so that students can focus on developing their writing skills.

Recommendations

Establish an Open Door Policy - Instructors can explicitly state, in class policies and in class, their willingness to support student learning outside of class. Instructors may structure out-of-class and in-class time to work with students, offer open office hours, or require students to meet at least once in office hours to make individual connections and affirm their commitment to each student's growth.

Variegate Representation - For many disciplines that involve the study, thought, or expression of human beings (history, English, philosophy, anthropology), traditional or canonical bodies of text and practice can remain culturally or economically homogenous while continuing to hold sway in the discipline. Instructors can integrate diverse cultures and peoples into curriculum content, ensuring that a variety of perspectives and representations are available in readings, case studies, and class examples. This approach can help all students recognize and imagine themselves within course content.

Variegate Difficulty - Instructors can consider offering popular, simplified, and varied language to explain important concepts. While learning styles have been proven to be a popular myth, offering several approaches to difficult content can improve student comprehension while meeting various levels of SES and academic preparedness.

Clarify Grading Expectations - Instructors can make expectations for performance, grading, and assessment clear in the syllabus, on the first day of class, and throughout term, by covering the syllabus and classroom policies, providing a rubric, and mixing formative and summative assessments. Doing so can obviate usual student complaints, while illuminating academic procedure for less familiar students.

Clarify Classroom Expectations - In addition to covering syllabus and classroom policies (see first bullet point), instructors can emphasize respect and the value of all earnest student opinion and commentary by moderating effective class discussion. Effective expectations and moderation protect all variety of student comments, from the "simple" to the "overly complicated," while helping all students improve their reasoning and articulation. A set of modules from Harvard's Instructional Moves provides techniques for responding to student comments.

Promote Collaborative Work - Instructors can activate diverse perspectives and experiences in class by staging collaborative projects and activities that get students engaging with each other. Group work, case studies, and team-based learning all provide opportunities for students to learn from each other via the zone of proximal development, to practice communication, and to consider other perspectives from their own.

Protect Emotion - Instructors can consider how to incorporate students' personal responses into course discussions. This tactic enables student honesty, reveals valuable insight, and enriches academic discussion with personal experience. Reading logs, reflective essays, careful moderation, and turn-based presentation can invite and protect individual student responses to class discussion.

Additional Resources

Australian Government Office for Learning and Teaching. (2012). Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff.

Devlin M and O'Shea H. (2011). Teaching students from low socioeconomic backgrounds: A brief guide for University teaching staff. Higher Education Research Group (HERG) Deakin University.

References

American Psychological Association. Education and Socioeconomic Status.

Spencer B. and Castano E. (2007). Social Class is Dead. Long Live Social Class! Stereotype Threat among Low Socioeconomic Status Individuals. Social Justice Research 20(4): 418-432.

Stephens N., Hamedani M., and Destin M. (2014). Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition. Psychological Science.

Yee A. (2016). The Unwritten Rules Of Engagement: Social Class Differences in Undergraduates' Academic Strategies. The Journal of Higher Education 87(6): 831-858.

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Examples An instructor includes classroom policies in the syllabus that underscore respect, attentive listening, civil dialogue, honesty, and patience, regardless of background or appearance. The instructor addresses these policies on the first day, emphasizing that human worth informs intellectual exploration in class.

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Intended use for Elementary students. This gender bias article discusses the different ways to address gender identity and creating a classroom that is open to everyone. Students who feel safe and respected in a classroom feel more comfortable opening up. Having this type of environment allows students to feel welcomed and included. Boys and girls need to be treated equally in every aspect in education.

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"A gender-equal society would be one where the word 'gender' does not exist: where everyone can be themselves"-Gloria Steinem, writer, lecturer, political activist and feminist organizer"

Gender identity is one's personal experience of one's own gender. Gender identity can correlate with assigned sex at birth, or can differ from it completely. When children are around 2 years old, they become conscious of the physical differences between boys and girls. Before their third birthday, most children are easily able to label themselves as either a boy or a girl. By , most children have a stable sense of their gender identity. During this same time, children learn gender role behavior-that is, doing " things that boys do" or " things that girls do." In order for us to create a classroom space that is open to everyone, it is essential that we avoid gender stereotyping.

Allowing children to pick and choose what they would like to be is essential for growth, confidence and self-esteem. Dollhouses, animals, building bricks and musical instruments are some examples of items that broaden the learning space for children. Try to avoid putting girls or boys into boxes in relation to what they can play with.

Gone are the days when we can divide the population into just girls or boys, male or female. As we are all aware, gender is a social construct, so the classroom can become an area in which these social norms are left at the gate and children can become anything they want to be. Words such as "You guys" can be a popular way of addressing a group, yet it's an example of how we contribute to gender bias.

In general, girls are praised for the neatness of their work or their appearance, while boys are more likely to receive attributes based on effort and ability. The lack of women in STEM (science, technology, engineering and math) or career and technical education subjects can be directed in some cases by these patterns of universal behavior. But we can change this by making the school a bias-free zone!
Check out this toolkit from Share My Lesson partner Teaching Tolerance on Critical Practices for Anti-bias Education.
We should avoid grouping children by their gender. Make sure all classroom rules apply to a multitude of sexes. Have equal books, guest speakers, films on males, females, transgender people, etc., to create wide exposure and to normalize these ideas for children.

We can teach our students to be open-minded and accepting of people from every background. Teachers are in a powerful position in that they can mobilize the next generation on how to respond to gender bias every day. Being aware of this bias can consciously help children to cope and deal with this conflict and respond to intolerance in the real world.

"Happiness can exist only in acceptance."-George Orwell, English novelist, essayist, journalist and critic

#4 Blog of 2017

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Gender Bias in the Classroom: Five Ways to Help

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"A gender-equal society would be one where the word 'gender' does not exist: where everyone can be themselves"-Gloria Steinem, writer, lecturer, political activist and feminist organizer" Gender identity is one's personal experience of one's own gender. Gender identity can correlate with assigned sex at birth, or can differ from it completely.

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Confronting Religious Bias with Education

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Confronting Religious Bias with Education

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This can be used in High School. This article discusses current events like hate crimes that are occurring and how teachers should address them in the school. Religion can teach the students right from wrong, the basics of religion foundation etc. However it is not taught in public schools due to controversy. Teachers can't teach religion in schools, but they can lead the students to to reflect on the religious affairs that occur in the world.

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Hate-spurred tragedies like the recent Pittsburgh synagogue massacre make religion-related aggression in the U.S. difficult to deny. However, the increase in the subtler harassment children face at school based on the religion their families practice can more easily slip below the radar.

Anti-Semitic incidents in schools jumped a staggering 94 percent in 2017 - with 457 incidents reported by the Anti-Defamation League - making K-12 schools the place where the most such incidents occurred last year.

Scott Levin, a regional director of the Anti-Defamation League shared in a recent Chalkbeat article that he considers such anti-Semitism in schools a bellwether for other hate incidents, such as those involving Muslim students, students perceived to be immigrants, or students of color.

Pushing back on culturally biased thinking

Teachers addressing current events spurred by hate like the recent Pittsburgh synagogue massacre as part of their lessons are featured in the article.

New York City social studies teacher Andy del Calvo shares that opening discussion on topics related to these events in his classroom, which roughly reflects the city's diversity, provides students an opportunity "to navigate the issues in a way that is deeply important for our democracy - especially today."

The authors note that it's tricky for teachers to examine these events in the classroom without being accused of pushing a political agenda. Still, the school system has an important role in confronting the thought patterns behind hate-fueled incidents including the bias incidents common to schools, which usually occur as verbal insults or graffiti but unchecked can escalate to hate crime as shown in the ADL's pyramid of hate.

"First of all, we just can't wait until an incident happens, and schools now need to practice building cultures of respect," said Maureen Costello in the article. Costello is director of Teaching Tolerance, a Southern Poverty Law Center project that offers anti-bias education resources.

For many districts there's room for improvement when it comes to offering a curriculum that explores diverse cultures in a non-biased fashion and preparing teachers to work with the challenging issues likely to emerge. Even more neglected in K-12 education are classes that teach about religions.

"It's pretty difficult to see how you can understand anything about contemporary human affairs without understanding their religious dimensions," said Diane Moore, founder and director of Harvard Divinity School's Religious Literacy Project in an article by Kelsey Dallas on teachers calling for increased religious literacy in education.

In the article, Jodi Ide, who teaches world religions at Brighton High School, says, "It is so important for students to learn about religion and be taught the basic foundations of major religions. Education has the power to eliminate stereotypes, bias and prejudice."

Even in higher education, religion is often missing notes, Eboo Patel, founder and president of Interfaith Youth Core, a nonprofit group that works with colleges on issues of religious diversity.

"In an era when colleges are expanding their engagement of diversity issues, and at a time when religion plays a central role in public life and global affairs, religion continues to be the dimension of diversity that many institutions leave out," he writes.

Controversy in terms of separation church and state

A key reason school systems at all levels traditionally shy away from including religious studies is to avoid problems associated with the misinterpretation of constitutional restrictions on religion in public schools.

A Pew Research Center survey showed that while 89 percent of adults in the U.S. understood that it's illegal for a public school teacher to lead students in prayer, only 36 percent knew that offering comparative religions studies in public schools is legal. A meager 23 percent were aware that studying the bible for its literary and historic qualities as part of a secular curriculum is also permitted by law.

"Any time we enrich the curriculum with religious studies, there's a potential for controversy," said Charles Haynes, vice president of the Newseum Institute and its Religious Freedom Center. The institute offers lesson plans and other resources for teachers.

Simply scanning the comments following articles on religion, including those cited here, demonstrates the extreme intolerance some readers possess.

Navigating religious discourse prepares students for real-world affairs

"Teachers can't be expected to provide an exhaustive overview of the world's religions in the context of a history or social studies curriculum, but they can train students to reflect on breaking news through a religious lens," notes Moore in the article by Dallas.

Martha Ball, a retired middle school teacher with extensive experience teaching about religion shares in the article that students who learn how to approach potentially controversial, religion-related topics with patience and respect are better prepared for the real world.

Next, we'll look at comparative religion courses that are flourishing at high schools in the United States.

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MultiBrief: Confronting religious bias with education

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Hate-spurred tragedies like the recent Pittsburgh synagogue massacre make religion-related aggression in the U.S. difficult to deny. However, the increase in the subtler harassment children face at school based on the religion their families practice can more easily slip below the radar.

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Four Ways Teachers Can Reduce Implicit Bias 

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Four Ways Teachers Can Reduce Implicit Bias 

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This article can be used in Elementary. I chose this article because it talks about ways to reduce bias, provides ways to show empathy and being a kindhearted-loving person. This talks about examples of how teachers can implement this in the classroom.

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A friend of mine recently told me about an incident involving students at Berkeley High School. On the first day of classes, African-American juniors and seniors were being asked by their honors course teacher to show him their schedule when they entered the classroom. The teacher, who was white, apparently assumed the black students were lost and in the wrong room, and his gesture made them feel unwelcome and humiliated.

This is an example of implicit bias-a behavior that arises from subconscious associations, which may even contradict someone's explicit values. Implicit racial bias plays a role in many classrooms and schools with potentially devastating effects. In one recent experiment with preschool teachers, researchers found that when teachers were primed to look for behavioral problems while watching a classroom video with black and white children (none of whom were misbehaving), teachers gazed much longer at black children than white children, as if anticipating the behavioral problems would come from the black children.

In another experiment from the same study, teachers read a vignette about a behavioral problem with a preschooler randomly identified as a black boy, black girl, white boy, or white girl, and then were given details about the child's background or not. Providing the background information on the child increased the severity of suggested disciplinary actions when the race of the teacher didn't match that of the child, supporting the idea that we are more inclined to punish those who look different from us.

In fact, disciplinary actions are more likely to be perpetuated against African Americans-boys and girls alike-than any other group of students, regardless of the infraction. And while it's understandable that teachers would want to prevent disruptions in the classrooms and take actions to avoid them, some seem to have little idea of how to do that without turning to ingrained biases.

Of course, teachers are not alone in having racial biases. Their behavior reflects how social messages are hard to escape, even for people of color. But studies like these show how racial disparities can be perpetuated in classrooms, too. If left unchecked, this kind of biased treatment can haunt a student well into elementary school and beyond, making the promise of "schools as the great social equalizers" a false one.

The good news is that teachers can learn to combat their prejudice, even the implicit kind, if they become more aware of it and take steps to actively fight it in themselves. Here are some of the ways that might help educators treat all of their students with dignity and care.

1. Cultivate awareness of their biases

Teachers are human and therefore influenced by psychological biases, like the fundamental attribution error, when we assume that others who behave in a certain way do so because of their character (a fixed trait) rather than in response to environmental circumstances. In-group bias leads us to assign positive characteristics and motivations to people who are similar to us.

Biases like these are natural, used as cognitive shorthand for making quick social judgments in ambiguous situations, especially those involving people from unfamiliar ethnic or social groups. They become a problem when we're not aware of their impact on other people. And if we're part of a majority group with more social, economic, or political power than a minority one, then accumulated unconscious bias can be extremely destructive, limiting the life opportunities and hurting the well-being of the minority group.

Many researchers believe that becoming more aware of our biases can help us improve our interactions with others, decrease our sense of unease in interracial contexts, and make better decisions. Though most of this research has been done with other professional groups or the general public, the same lessons are likely to apply to teachers.

However, many teachers feel pressures not to cop to those biases, perhaps out of fear they will be accused of racism. This leaves them blind to the ways that biases work at an unconscious level. Pretending to be colorblind is not helpful and in fact adhering to a color-blind philosophy has been shown to increase implicit bias, at least in college students. Admitting that we are all subject to biases creates a safer space to examine them more carefully and to take steps to fight them.

2. Work to increase empathy and empathic communication

Empathy -the ability to understand another's perspective and emotions-is important in all human social encounters, including teaching. Yet, often teachers have little understanding of the communities where their students live and have trouble understanding their perspectives, leading them to treat these students more harshly.

One solution: learning about the lives of students and showing that you care. At least one study has found that actively trying to take the perspective of another person-as opposed to trying to be "objective"-increased one's ability to not fall prey to stereotypical views of others. Actively inducing empathy for another person has been tied to a willingness to consider environmental circumstances more closely when handing out punishments for misbehavior. And, one recent study has found that training teachers in empathy cut down student suspension rates in half.

Though perhaps more research has been done on empathy in other professionals (such as physicians and police officers), teachers may want to take note of the ways that they have learned to increase their empathy through a combination of stress reduction, learning how to manage difficult emotions, and practicing empathic communication. Treating students with kindness and consideration is a sure way to bring out kindness in them, too.

3. Practice mindfulness and loving-kindness

Mindfulness practices-such as paying attention in a nonjudgmental way to one's breath or other sensations-has been shown to decrease stress in teachers, which can indirectly have an effect on reducing bias. But according to some research, mindfulness may also have a direct effect on bias reduction as well.

In one study, young white participants who listened to a 10-minute audiotape with instructions in mindfulness showed less implicit bias towards blacks and older people than those who listened to a 10-minute discussion of nature. This suggests that nonjudgmental awareness, even when not specifically focused on reducing prejudice, can help reduce unconscious biases.

Loving-kindness meditation-a practice that involves consciously sending out compassionate thoughts toward others-may also help. In a recent study, the random assignment of a short-term loving-kindness meditation reduced implicit bias toward a targeted group, though it didn't decrease implicit bias for other groups not targeted by the meditation.

4. Develop cross-group friendships in their own lives

While it's important to take steps in the classroom, the relationships we form outside of the classroom can also have an impact on bias.

Cross-group friendships have been shown in several studies to decrease stress in intergroup situations, to decrease prejudice toward outgroup members, and to decrease one's preference for social hierarchy or domination over lower-status groups. These findings alone might encourage teachers to seek out cross-group friendships in their lives so that they can be more receptive to the diverse students they find in their classrooms.

Another reason for teachers to consider developing cross-group friendships is that they may influence their students to do the same. When people see cross-group friendships working out in positive ways, they tend to be more willing to engage in cross-group friendships themselves.

In addition, positive cross-group friendships can have contagion effects in other people within social groups, turning whole communities into warmer, more receptive spaces for cross-group interactions. All of this bodes well for teachers role-modeling the kind of behavior they want to see in their students.

Of course, this doesn't necessarily mean teachers should indiscriminately approach someone just because they are from a different racial group. Instead, teachers can reach out to colleagues at work, or get involved in activities or perhaps attend events where people with different backgrounds and perspectives come together for a common cause. Developing friendships can be one of the best ways to break down barriers of prejudice, and it's more easily done when people have some common interests.

Is this a lot to ask, given all the burdens our society heaps on teachers? Perhaps. Teachers should get more support than they do, and, ideally, school districts should make reducing implicit bias a priority backed up with money, policy, and training. Individual teachers can only do so much.

Luckily, the teaching profession tends to attract altruists who want to teach in a way that helps their students. By working at countering implicit bias in themselves, they can truly make a difference in the lives of their students, making them feel safe, cared for, and welcome in the classroom.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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Four Ways Teachers Can Reduce Implicit Bias

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We're all subject to bias. Here are tips to help teachers treat all of their students with dignity and care.