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Both implicit and explicit biases influence our interactions and decision-making, often without us even realizing it. Implicit attitudes related to race, disability, or age can shape how we communicate, discipline, or include others in subtle but powerful ways. A key takeaway is that microaggressions—those often unintentional slights or comments—stem from these unconscious biases and can make individuals feel devalued or excluded, especially in educational settings.

Building cultural competence begins with self-awareness. This means regularly reflecting on whether our actions are influenced by bias or stereotypes. To move from awareness to action, we can take deliberate steps: reviewing our decisions more carefully, using inclusive language, engaging with diverse communities to challenge our assumptions, and building systems of accountability. These strategies help ensure that greater awareness leads to meaningful, lasting change.

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What Is Bias?

Bias comes in many forms and can often contribute to how even the most well-intentioned educators respond in their learning environment. Our preconceived notions and opinions can emerge through our language choice, teaching methods, grading practices, and accessibility practices and it can have a tremendous impact on our students' learning and connection to school. That is why recognizing and understanding our biases is crucial.

To begin, it is important that we define bias-both implicit and explicit:

Implicit bias is the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner, which can be activated involuntarily without our awareness.

Explicit bias is a conscious preference or aversion toward a person or group of people, which results from deliberate thoughts that we can identify and communicate with others.

Bias can lead to feelings or attitudes toward other people based on characteristics such as race, ethnicity, age, disability, gender, or appearance. Microaggressions, which are comments or actions that subtly and often unintentionally express a prejudice attitude toward a member of a marginalized group, are an outgrowth of implicit bias. They can be expressed as verbal, behavioral, or environmental slights and communicate hostile, derogatory, or negative viewpoints.

Why Is It Harmful?

As educators, we believe all our students-across race, place, socioeconomic status, religious preferences, language differences, and disability labels-deserve a fair and equitable public education. However, it is simply human nature that we tend to sort people into groups and have unconscious thoughts and preferences based on a range of characteristics. For example, a few of the most common types of implicit bias include:

Ageism, which discriminates against someone based on their age;

Sexism, which is discrimination or prejudice based on gender or sex; and

Ableism, where able-bodied individuals are viewed as normal and superior to those with a visible or non-apparent disability leading to discrimination and prejudice.

Implicit bias can influence our actions, reactions, perceptions, and judgments, and it can result in unfavorable treatment of our peers and students. What we know for sure: No one is immune to suffering its effects, and discrimination and prejudice against people with disabilities are unfortunately quite common. For example, when we meet individuals with disabilities, we might see the individual's disability before we see the individual; we might not use identity-first language and etiquette; and we might simply treat individuals with disabilities differently than we do with individuals without disabilities.

What Can We Do to Address Our Implicit Bias?

The first step in overcoming implicit bias is increasing our awareness of our own personal biases, thoughts, and feelings. By doing so, we can implement behavior changes that help us focus on seeing each person as an individual rather than sorting and grouping people into categories.

Once you have increased your awareness, you will be ready to take the necessary steps to limit and combat your biases. Here are some tips:

Be conscious of and question your decisions. Self-reflection is key to adjusting your perspective and being mindful. The American Bar Association offers a helpful list of questions to check your implicit disability biases. By treating your students with kindness and understanding, you lead by example.

Educate yourself. You can access resources, like Project Implicit, to uncover your implicit biases or participate in bias training. This can help teach you to act objectively and limit the influence that your biases have on your behavior.

Communicate about it and create systems to reduce it. It is important to hold yourself accountable as you work to consciously change your stereotypes. You can create a safe space for your peers and students by admitting that everyone is subject to implicit biases; it is how we take steps to combat them that matters.

Increase your exposure. Spend time with people who are different from you and become more inclusive to help counter any stereotypes you might have. You should do this inside and outside of your learning environments.

Interested in Learning More?

Project Implicit, a non-profit organization run by academics at multiple universities, offers the Implicit Association Test (IAT) to help uncover your implicit biases.

As you explore your own biases and stereotypes, do not feel ashamed by what you learn! We now know that everyone has unconscious biases. What's important is that we are open to learning from it.

Resources for More Information

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As educators, it is important that we learn how our biases can impact our actions, language, and practices in classrooms and other learning environments, including how we interact with students and fellow educators with disabilities -both visible and non-apparent.

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Religious upbringing often strengthens emotional well-being and moral development but may limit exposure to diverse perspectives or emphasize obedience over inquiry. In the classroom, teachers should foster respectful dialogue and recognize how faith-based values may influence students’ behavior and engagement.

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UTSA sociologists study the impact religion has on child development

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Family structures and cultural norms heavily influence children’s worldviews. When these change—through divorce, immigration, or shifting beliefs—students may experience confusion or conflict. Teachers must remain sensitive and offer stability through understanding and trust-building.

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When One Parent Leaves a Hasidic Community, What Happens to the Kids?

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The irreconcilable differences between Orthodoxy and secularism increasingly end up in court.

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LGBTQ+ students face higher rates of mental health challenges due to stigma and exclusion. Classrooms that provide affirming environments—with inclusive language, policies, and support systems—can be life-changing for these students.

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Gender and sexual identity-based inequalities in adolescent wellbeing: findings from the #BeeWell Study - BMC Public Health

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Background Gender and sexual minority adolescents experience greater symptoms of psychological distress than their peers, but little is known about broader aspects of their wellbeing. This study examines wellbeing inequalities relating to gender and sexual identity among adolescents from Greater Manchester in the United Kingdom. Method 37,978 adolescents (aged 12–15, attending 165 secondary schools) completed surveys of life satisfaction, positive and negative affect (hedonic framework); autonomy, self-esteem, optimism, and positive relationships (eudaimonic framework); and, symptoms of distress and mental wellbeing (complete state framework). Structural correlated factors models were used to assess gender and sexual identity wellbeing inequalities. Results The magnitude of wellbeing inequalities pertaining to gender and sexual identity were routinely substantially greater than those concerning other characteristics (e.g., socio-economic disadvantage). Gender identity wellbeing inequalities followed a consistent pattern, with the largest disparities evident between gender diverse adolescents and boys. Sexual identity wellbeing inequalities also followed a consistent pattern, with the largest disparities evident between sexual minority youth (both gay/lesbian and bi/pansexual) and their heterosexual peers. Finally, variation was evident across wellbeing domains. For example, observed gender identity (boys vs. girls) and sexual identity (heterosexual vs. sexual minority) disparities were substantially greater for symptoms of distress than for mental wellbeing in the complete state model. Conclusions LGBTQ + adolescents experience lower wellbeing than their peers, and this is evident across a range of wellbeing domains. Accordingly, there is an urgent need for the prioritisation of improved prevention and intervention efforts that can better meet the needs of gender diverse and sexual minority youth, and future research should be conducted to improve understanding of the mechanisms underpinning the wellbeing inequalities observed.

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Economic hardship adds pressure to academic performance, social development, and access to mental health support. When compounded with other identities (e.g., LGBTQ+ status), students face more barriers. Teachers should provide equitable support, like access to resources and flexible expectations.

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UNC Gillings School of Global Public Health

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Study links gender nonconformity and sexual orientation with lower socioeconomic status - UNC Gillings School of Global Public Health

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February 6, 2024 Socioeconomic status — frequently measured as a combination of education, income and occupation — has a huge impact on health outcomes.

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Different family types—single-parent, cohabiting, blended, or extended—can affect how much time and support children receive at home. Students from two-parent households often get more consistent help, while those in single-parent or blended families may rely on grandparents or step-parents. In the classroom, this might impact emotional readiness or academic consistency. Teachers should recognize all caregivers involved, use inclusive language, and offer extra support where needed to ensure all students feel seen and supported.

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Time Investments in Children across Family Structures - Ariel Kalil, Rebecca Ryan, Elise Chor, 2014

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This article compares time invested in children across family structures as a means to understand differences in children’s development. Using data from the 199…

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Implicit bias refers to the unconscious attitudes or stereotypes that affect our perceptions, decisions, and behaviors toward others without our awareness. These biases can be positive or negative and are shaped by societal norms, media, and personal experiences.

Examples:

A teacher might unintentionally expect boys to be better at science and girls better at reading, influencing how they call on students or praise answers.

Healthcare providers may unconsciously give less pain medication to certain racial groups due to implicit biases.

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Cultural competence is the ability to recognize, understand, and respect cultural differences, and to effectively communicate and interact across cultures. It includes awareness of one’s own cultural worldview, knowledge of different cultural practices, and cross-cultural skills.

Examples:

Celebrating diverse cultural holidays and traditions in the classroom.

Using bilingual materials or translators to support English Language Learners.

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Arkansas Open Educational Resources (OER)

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Identifying and addressing implicit biases is an important step toward creating fair and inclusive spaces. Implicit biases are unconscious beliefs we hold about people based on things like race, gender, or background. These biases can influence our decisions and interactions without us even realizing it.

To identify them, we can start by reflecting on our own reactions and assumptions in everyday situations. Tools like the Harvard Implicit Association Test can also help uncover hidden biases.

Once we become aware of these patterns, it’s important to act on them by staying open-minded, asking questions, and challenging stereotypes when we notice them. Using inclusive language, seeking out diverse perspectives, and being intentional about fairness are all ways to respond to bias. While everyone has implicit biases, what truly matters is our willingness to recognize them and take steps to grow. This awareness can lead to more respectful and equitable relationships in classrooms, communities, and beyond.

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Implicit bias can deeply affect the fairness and inclusivity of classroom environments without teachers even realizing it. When a teacher unconsciously calls on certain students more often or disciplines some more harshly, it can create unequal opportunities for participation and learning. For example, research shows that Black and Latino students often face stricter discipline than white students for similar behaviors, which can contribute to feelings of exclusion or frustration. Similarly, teachers might unintentionally praise boys for their intelligence while focusing on girls’ effort or behavior, reinforcing gender stereotypes that limit students’ potential.

These subtle biases shape students’ experiences and can influence their academic confidence and motivation over time. Recognizing and addressing these patterns is essential for creating a classroom where every student feels valued and supported. By becoming aware of implicit biases, educators can work to distribute attention and feedback more equitably, set high expectations for all students, and foster a learning space where everyone has the chance to succeed.

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Prejudice and Discrimination: Crash Course Psychology #39

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Employing cultural competence means making thoughtful choices in how we interact with others. These actions help create an inclusive space where people feel seen, respected, and comfortable contributing.

Examples:

In a classroom or group setting, it can look like learning to pronounce everyone's names correctly and asking students to share parts of their cultural background through projects or presentations.

When communicating, it might mean being mindful that some students or families prefer indirect communication or value privacy more than others.

In group work, it could involve making sure quieter voices are included, especially if cultural norms discourage speaking up.

If a peer celebrates a holiday you're unfamiliar with, taking the time to learn about it and showing interest is a small but meaningful way to show respect.

Adjusting materials or references in a presentation so they reflect more than just one culture.

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Understanding cultural differences, such as in non-verbal cues or communication styles, helps prevent misunderstandings and builds stronger relationships. It also shows how being mindful of others’ cultural backgrounds fosters trust and creates more inclusive, supportive environments. Empathy is another area where cultural awareness plays a crucial role. By recognizing and appreciating the experiences and perspectives shaped by different cultural backgrounds, individuals can connect more deeply with others. Cultural awareness is not just about recognizing differences but actively engaging with them to build stronger, more effective relationships.

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How Cultural Awareness Builds Interpersonal Skills - aramfo.org

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Cultural awareness enhances interpersonal skills by improving communication, empathy, and adaptability. It fosters stronger relationships, encourages conflict resolution, and promotes inclusivity. Embracing cultural diversity leads to richer interactions and personal growth in a globalized world.

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Stereotypes and biases are often expressed through everyday bigotry—offensive jokes, slurs, or assumptions—that can harm individuals and communities. Challenging these requires courage, clear communication, and strategies to interrupt harmful behavior respectfully and effectively.

Specific Steps:

Recognize common forms of bigotry: Understand how stereotypes show up in language or actions, even casually.

Use “I” statements: Share how biased comments affect you personally (e.g., “I feel uncomfortable when…”).

Ask questions: Prompt reflection by asking, “What do you mean by that?” or “Why do you think that?”

Redirect or distract: Change the subject or remove yourself from the situation if needed.

Seek support: Involve allies or authority figures if the situation escalates.

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Becoming culturally competent is an ongoing process that requires commitment to learning and unlearning. Lifelong learning means consistently seeking to grow your understanding of others’ lived experiences, especially those from cultures or communities different from your own. This isn’t something you master and move on from because cultural knowledge isn’t static. It's complex, constantly evolving, and deeply influenced by global events, social movements, and lived experiences. For example, terminology around gender identity or neurodiversity has changed significantly over the past decade, and staying culturally competent means keeping up with those shifts to avoid harm and foster respect.

Without a lifelong learning mindset, cultural competence becomes outdated or performative. For instance, someone who learned about cultural diversity 10 years ago but hasn’t updated their understanding might unintentionally use outdated language, exclude certain identities, or fall back on stereotypes. On the other hand, someone who continues to educate themselves is more likely to build genuine and respectful relationships with people from all walks of life.

Steps:

Staying Informed: Reading articles, following activists, listening to marginalized voices, and paying attention to current events that impact different communities (e.g., immigration policy, disability rights, Indigenous sovereignty).

Active Engagement: Attending cultural events, enrolling in DEI (diversity, equity, inclusion) workshops, participating in book clubs focused on race and equity, or taking online courses from diverse educators.

Teaching Others and Learning From Them: Sharing what you learn with others—whether friends, classmates, or coworkers—while also remaining open to correction and input from people with different lived experiences.

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Adapting to the cultural needs of students is one of the most important ways a teacher can create an equitable classroom. Culturally responsive teaching goes beyond celebrating diversity—it requires recognizing that communication styles, learning preferences, and classroom behaviors may vary depending on culture. Then, taking action, adjusting how you teach, speak, and connect with each student based on who they are and where they come from. This approach helps students feel respected and understood, which can lead to higher engagement and academic success. Being culturally responsive isn’t a one-time effort—it’s an ongoing commitment to meeting students where they are and building bridges between our classroom and their communities.

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Culturally Responsive Teaching: 5 Strategies for Educators

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Culturally responsive teaching is more necessary than ever in our increasingly diverse schools. Here are five strategies to consider.

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This study analyzed data from Project Implicit (racial bias tests) alongside county-level educational records. It found that in regions where teachers showed stronger pro‑white/anti‑Black bias, racial disparities in student test scores and suspensions were significantly larger. In low-bias areas, the Black–white test score gap shrank from ~0.55 to ~0.40 standard deviations; suspensions decreased notably too

This illustrates how even unconscious biases at scale negatively affect outcomes for Black students. Teachers may not intend harm, but their hidden attitudes can lead to lower expectations and harsher disciplinary actions. Addressing these disparities requires systemic bias training and deliberate practice to shift perceptions and policies.

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Educator bias is associated with racial disparities in student achievement and discipline | Brookings

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Teacher bias and unequal student outcomes.

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Researchers examined how educators evaluate young children—using the Early Development Instrument (EDI). They found that teacher perceptions of behavior and readiness were influenced by race, gender, and socioeconomic background. Some teachers openly acknowledged their discomfort with these biases, and suggested mindset shifts, increased training, and collaboration to reduce inequitable assessments.

Assessments shape educational trajectories, so biased interpretations have long-lasting effects. It’s telling that teachers recognized the issue—they can be part of the solution through training and collaborative reflection during assessments.

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Understanding Educator Perceptions in Assessment of Kindergarten Children’s Development - Early Childhood Education Journal

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Race-related data are not routinely collected as part of the Canadian kindergarten teacher reported Early Development Instrument (EDI) data collection even though they could be used to inform provision of supports for students and educators. Therefore, the goal of our exploratory study was to gather an understanding of teacher perceptions regarding the assessment of items on the EDI in the context of children’s race, gender, and family status and teacher positionality. We conducted a series of four focus groups with educators (kindergarten teachers and designated early childhood educators) from a school board in Ontario, Canada. The major themes identified were: (1) intersections of social identity; (2) systemic biases and preconceived expectations; (3) educator reflections on feelings, attitudes, and circumstances; (4) teacher-child-family relationships; and (5) teacher training, education, and administrative resources. Our findings suggest that educators’ assessment may be influenced and informed by their perception of their own and their students’ identity. Potential of a bias might be reduced by adequate training and education.

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This research assessed trainee teachers’ implicit attitudes toward ethnic-minority students, finding predominantly more negative biases toward these groups. Those with stronger biases were more likely to attribute student performance failures to internal factors like ability rather than external causes like opportunity.

These findings reveal that even before entering the classroom, educators may carry harmful assumptions that academic differences are due to student deficits rather than structural inequities. Reducing bias requires early intervention in teacher education through awareness, attribution training, and exposure to diverse student experiences.

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The role of preservice teachers’ implicit attitudes and causal attributions: a deeper look into students’ ethnicity - Current Psychology

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Previous research has provided evidence that teachers implicitly hold more negative attitudes toward ethnic minority students than toward ethnic majority students. Furthermore, they attribute the lower educational success of ethnic minority students predominantly to internal causes. So far, it is not known how implicit attitudes and causal attributions are related to preservice teachers’ judgments of students’ academic competencies. We conducted a study to close this research gap. In a sample of preservice teachers, our study showed mainly negative implicit attitudes toward ethnic minority students. On general, the preservice teachers made external attributions. Implicit attitudes as well as causal attributions predicted the judgments. Preservice teachers with more negative attitudes and preservice teachers, who attributed the failure of ethnic minority students to these students’ abilities, less favorably judged the competence of ethnic minority students. Our results highlight the role of teachers’ attitudes and causal attributions in determining the disadvantages that ethnic minority students experience in school.

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A 2nd grade teacher is reviewing the results of a recent reading assessment. She notices that two students, Liam, a white student, and Jamal, a Black student, both scored low grades. Without realizing it, she assumes that Liam simply had a bad test day and needs more encouragement, while Jamal may be "struggling academically" and possibly needs intervention services.

Later that week, Liam talks out of turn during a lesson. The teacher gently reminds him to stay focused, smiling as she moves on. When Jamal does the same thing, she states in a stern voice, warning him that further interruptions will result in a behavior slip. Jamal becomes quiet and withdrawn for the rest of the day.

At a parent-teacher conference, the teacher tells Liam’s parents she expects him to catch up soon with a little extra reading at home. She recommends that Jamal’s family consider a learning evaluation and expresses concern about his behavior and engagement.

Although the teacher doesn’t consciously believe she treats students differently based on race, her implicit biases are shaping her perceptions in a few differnt ways:

She assumes Liam’s difficulties are temporary and manageable.

She views Jamal’s similar behavior as more serious or disruptive.

She sets different expectations and communicates differently with their families.

This scenario shows how unexamined biases can lead to unequal treatment, even with similar student behavior and performance. Over time, students like Jamal may internalize lower expectations, receive harsher discipline, and miss out on the vital support or encouragement they need to succeed.

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My grandpa is fully Mexican, and he grew up in a time and place where being openly proud of your culture often came with a cost. He faced microaggressions throughout his life—small but constant reminders that he was seen as different. People would comment on his accent or assume he was less educated because of the way he spoke. He was overlooked for jobs he was qualified for and even side-eyed in stores, all because of his background. Over the years, all of this wore on him. He started to believe that maybe, just maybe, life would be easier for his kids if they didn’t stand out so much. So when he had kids, he made the decision, consciously or unconsciously, that he wouldn't teach any of them Spanish.

I've never received the comments or treatment he has, as I'm only a quarter Mexican and don't particularly look that way. However, I've still witnessed some of it in how people treat my mom. Additionally, I don’t speak any Spanish. I’m not very culturally connected to my Mexican side, and a big piece of that is because of how my grandpa was treated. It’s a piece of my culture that feels just out of reach, shaped by a generation of wanting to fit in.