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This is a great resource to help teacher reduce the implicit biases that students may possess before they even enter 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.

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Great article about implicit biases, and possible strategies to help reduce these biases.

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How to Eliminate Implicit Bias in Your Teaching Instruction - Graduate Programs for Educators

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We've all dealt with our share of implicit bias and its effects, so how can we combat it? Learn how to eliminate implicit bias in your teaching instruction.

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A great tool for teachers to help recognize their own biases and provides strategies to help teachers address their own personal biases.

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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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Article by Karen Bowman, that talks about dealing with biases that are unconscious within the classroom setting.

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In June, a mathematics professor from a California community college unwittingly made national headlines after sending an email to a Vietnamese student asking her to "Anglicize" her legal name. He told her that the pronunciation of her given name sounded offensive, like "an insult in English." She refused, telling the professor that his request was discriminatory, but he repeated the request. Once administrators learned of the incident, Laney College put the professor on administrative leave.

While this example may be extreme, it illustrates one way that unconscious bias seeps into university classrooms, creating an uncomfortable environment for international students who already face a host of challenges when adapting to a new culture and an unfamiliar academic system.

Such expectations of conformity and attempts to suppress or alter cultural identity may interfere with international students' sense of belonging on campus, explains Christina Yao, PhD, assistant professor and coordinator of the Higher Education and Student Affairs Program at the University of South Carolina.

"The potential implications [of situations like this] could be feelings of alienation, or feelings of being [viewed as the] 'other,'" Yao says.

Recognizing Unconscious Bias

Unconscious, or implicit, biases are the attitudes, preferences, and assumptions that any person holds toward another individual or group of people. These beliefs-centered around a wide range of characteristics, from race, ethnicity, and gender to religion, speaking accent, physical appearance, and physical abilities-are formed from birth, outside of a person's awareness. However, they play a role in perceptions of and interactions with others.

Issues and perceptions around racism and unconscious bias affect international students studying in the United States, as well as those studying in other parts of the world-including U.S. students studying abroad. In the classroom, these biases can manifest in a number of ways:

A professor calling on certain students most frequently-for example, research shows a tendency by teachers at all levels to call primarily on white, male students

The readings and multimedia materials chosen for any given lesson not representing or reflecting the diversity of the classroom

A presumption that international students have expertise or an interest in issues related to their race, ethnicity, or home country

A tendency to equate lower proficiency in spoken English with poor writing skills

Initiating a discussion on a hot topic, such as racism in the United States, without realizing that international students in the classroom may not understand the historical and cultural circumstances linked to the issue

Faculty members are not the only ones who hold biases; students do as well. Yao points to research showing that non-native English speakers tend to be marginalized when it comes to group work, possibly because they struggle to comprehend or speak in an unfamiliar language or may not grasp the norms of peer collaboration.

Unconscious biases can hinder student recruitment, engagement, and success. In professional settings, it may stifle innovation or hinder efforts to diversify the leadership pipeline.

"If we're really trying to use education as a force for positive change, then we have to be constantly shifting and challenging ourselves to see the things we do that exclude or marginalize or devalue others," says David Wick, EdD, assistant professor with the MA program in international educational management at Middlebury Institute of International Studies at Monterey. "The only way to do that is to begin dismantling our implicit biases."

Here are a few tips for identifying, acknowledging, and actively working to counter unconscious bias in the classroom.

1. Get real-and embrace discomfort.

Addressing unconscious bias starts with awareness and acknowledgment, says Holly Carter, PhD, associate professor of sociology and interim principal of Harlaxton College, which is part of the University of Evansville.

"First and foremost, we must be aware that these biases exist, [everyone has them], and they don't make you a bad person," she says. "Secondly, [we all] have to be willing to acknowledge the fact that they can have some interplay in our life. And then I think we have to be open to experienc[ing] things that will change that socialization."

By the nature of their profession, international educators likely are interested in learning about different cultures and people. They should take time to reflect on how personal belief systems develop and how a person's worldview impacts their interactions with people and places that are different.

"If we're really trying to use education as a force for positive change, then we have to be constantly shifting and challenging ourselves to see the things we do that exclude or marginalize or devalue others." -David Wick

Malaika Serrano, MA, vice president for diversity and inclusion at WorldStrides, has worked with students to boost self-awareness through a process of naming their "privileged" identities-characteristics that give a person an advantage over others-and "targeted" identities-those that can hold someone back. The exercise sparks open conversation about biases and strategies for change. "We just take a deep breath and then lean into the discomfort," Serrano says.

2. "Spend time with people who are not like yourself."

A longtime volunteer with Habitat for Humanity, Carter quotes fellow Habitat supporter President Jimmy Carter as frequently saying, "The most important thing you can do in this world is to spend time with people who are not like yourself." An openness to hearing other people's stories can foster a deeper understanding of the vast range of human experiences.

At the University of Evansville, the weekly I-House series gives students from different regions of the world an opportunity to share with the campus community about their customs, beliefs, and culture.

"Sometimes we dance, and sometimes we eat, but these opportunities have been valuable in helping us to understand people in a different way," Carter says.

Following months of highly publicized acts of violence against Black Americans, Serrano led "Listening Circles" for employees at WorldStrides to discuss the personal and community impact of this violence. Serrano facilitated respectful conversations around questions such as the following:

What is your understanding of recent events that have transpired?

How has this made you feel?

What is one thing you would like to learn about someone from another community?

3. Apply intercultural communication techniques.

Globalization is a force that has led to more frequent and powerful intercultural interactions, and navigating those interpersonal relationships is more complex than ever. With one of her colleagues, Kathryn Sorrells, PhD, communication studies professor at California State University-Northridge, developed the Intercultural Praxis as a guide for "critical, reflective thinking and acting" in the context of global engagement. The process involves several steps:

1. Inquiry: Ask questions to understand more deeply another person's beliefs, or ask ourselves how we learned to think a certain way. "Fundamentally, our assumptions come from unasked questions," Sorrells explains.

2. Framing: Look at issues from different perspectives. "We develop certain ways of seeing the world based on our cultural frames [gender, race, etc.]," Sorrells says. "[Become] aware of your cultural frames and then [learn] through practice how to expand those."

3. Positioning: Consider the access to power in any given situation, based on materialistic and/or symbolic circumstances.

4. Dialogue: Engage in conversation to build bridges of understanding, tolerance, and acceptance.

5. Reflection: Create a better understanding of ourselves and how we relate to others, as well as the willingness to change our perspectives and actions.

6. Action: Use what we learn about ourselves as motivation for doing our part to make the world more peaceful and just.

"We've used the model as a way to understand that people bring very different perspectives and frames and they're positioned differently," says Sorrells, "but how can we benefit from our differences?"

Be the Change

Even taking the smallest steps toward countering unconscious bias can make a big difference. Educators should learn to pronounce international students' given names, for example, and ask for their help when needed.

Wick uses a technique called Pair Share to expand equity in the classroom. The method enables each student to reflect on class topics with a partner, then each group shares their insights with the entire classroom.

"[It can be difficult] to get educators to become conscious enough to ask these kinds of questions and start challenging themselves. ... By asking the questions and putting it into a public forum, I model that I'm continuing to push myself and asking for that kind of feedback in front of other people." -Tasha Willis

"One of the benefits of this teaching technique is that it can change which voices are heard," Wick says. "The pair conversation makes it more likely that every person in the room has a chance to express their ideas."

Technology also can be used to expand equity, Wick says. For example, students can contribute ideas through platforms such as a Doodle poll or a Google Form, reducing the risk of feeling like their ideas are wrong or unpopular.

And though it is not always comfortable, international educators should be honest about their own unconscious biases-for their benefit and that of their students.

"[It can be difficult] to get educators to become conscious enough to ask these kinds of questions and start challenging themselves," says Tasha Willis, EdD, associate professor in the School of Social Work and faculty director for internationalization at California State University-Los Angeles.

"By asking the questions and putting it into a public forum, I model that I'm continuing to push myself and asking for that kind of feedback in front of other people," she says. "That helps humanize me to other people around me-faculty, staff, and students-and lets them know that this is just part of being human, and that we have all inherited the world as it is." *

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Strategies for Countering Unconscious Bias in the Classroom

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NAFSA: Association of International Educators is the world's largest nonprofit association dedicated to international education and exchange.

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This is a great article written by Amber Williams, which discusses what teachers as well as school administrators can do do make sure biases are identified and corrected if they exist within a schools faculty.

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Bias occurs when people use limited, inaccurate, or stereotypical information to determine how they will interact with certain groups of people and to make decisions that impact certain groups of people. While some bias can be intentional, bias is often referred to as unconscious because people can be largely unaware of how their experiences, perceptions, and acceptance of stereotypes impacts their behavior, decision-making, and treatment of others (Dee & Gershenson, 2017). Nevertheless, unconscious bias can be just as harmful as conscious bias, if not even more so, especially when it impacts children in the classroom.

In the classroom, bias may manifest as a lack of representation in curriculum and learning experiences, disengagement of students from marginalized communities, limited means of expression, inconsistent expectations for student performance and achievement, disparities in student performance among various student groups, and much more. Unfortunately, unconscious bias disproportionately and negatively impacts students of marginalized groups (Chardin & Novak, 2021; Dee & Gershenson, 2017). It is difficult and often ineffective to ask individuals to suppress their biases, especially since many biases are unconscious. However, there are steps that teachers and school leaders can take to limit the impact that bias can have in schools and classrooms.

What Teachers Can Do

Teachers are excellently positioned to be the most influential in reducing bias in the classroom. One means of reducing bias is to ensure that grading practices are fair, equitable, and based on standards. Grades that are not based on standards are subject to teacher bias, such as participation grades, credit for bringing materials from home, or adherence to school policies. To reduce bias even further, provide students with rubrics for grading prior to completing assignments and use the rubric for assessment. This ensures that students know what the expectations are and how to meet them and that the grade assigned is only based on meeting stated expectations.

Additionally, teachers can prioritize inclusivity and a diversity of perspectives in curriculum content and lesson design where possible (Muniz, 2019). Teachers who can choose reading selections, videos, and activities when designing their lessons can purposefully include perspectives from various cultures, abilities, and perspectives. Students can also experience diversity and representation in the classroom when they are given a voice and choice. Teachers can provide students with opportunities to choose the curriculum content they will engage with, such as their reading material or the content medium, and how they will demonstrate mastery of objectives, such as through written, verbal, or performative means (Chardin & Novak, 2021).

Lastly, teachers can ask students questions and have an attitude of curiosity rather than assuming the "what" or the "why" about a student's background, behavior, or attitudes. For example, a teacher may ask students how they celebrate or recognize certain events during the year rather than assuming that sponsoring certain celebrations will adequately represent students. Encouraging students to share about themselves and what is important to them will help the teacher make choices and provide students with choices that reflect their needs and preferences (Chardin & Novak, 2021).

What School Leaders Can Do

One of the biggest impacts that school leaders can make on reducing bias in classrooms is creating and maintaining a school environment where all feel safe and respected, regardless of their identification or background. This includes empowering teachers to make decisions in the classroom that will meet students' needs whenever possible. School leaders can look for best practices in the classroom related to diversity, equity, inclusion, and social justice and amplify those practices so that they are implemented and celebrated school-wide.

Also, school leaders should hire a diverse staff, ensuring that their hiring and recruiting practices are free from bias and discrimination. Having a diverse staff on campus increases the likelihood that students will feel represented by the demographic makeup of the faculty and staff. A diverse staff also encourages various perspectives and ideas on campus, which leads to novel approaches to challenges and discourages adhering to the status quo.

Lastly, school leaders can provide training and resources for faculty and staff to help everyone become more aware of their own unconscious biases and learn how to implement strategies to prevent bias from impacting the classroom. School leaders should be sure to engage in these training sessions with their teams and model the behaviors and best practices they would like to see from their staff, such as demonstrating empathy, self-awareness, and having an attitude of curiosity and continuous learning.

If the goal of education is to provide each student with the opportunity to be successful in life, then each student deserves an education that is not jeopardized by limiting or destructive biases in the classroom. Educators in all positions, but especially teachers and school leaders, are instrumental in ensuring educational equity in the classroom and that all students have access to and can engage in rigorous learning. Every educator has the power and opportunity to create environments and foster relationships that support educational equity and social justice.

About the Author

Amber E. Williams has 18 years of experience in the field of education and has served in many leadership roles, including school principal. She has also worked in higher education as an instructional coach and as an adjunct instructor. She has a B.A. in English, an MBA, a master's level certificate in Higher Education Teaching and Learning, and is pursuing a doctorate in educational leadership. Amber is an entrepreneur who has successfully coached aspiring school leaders to principalship and has helped entrepreneurs start and grow businesses. She is passionate about all things related to leadership and organizational management, and diversity, equity, and inclusion in the workplace and in the community. Amber is also a published author and public speaker; her most recent works are titled, "No Strings Attached: Addressing the Need for Equity in Black Schools'' (featured in Fighting the Good Fight: Narratives of the African American Principalship) and Women of Influence: Stories to Inspire, Encourage, and Empower the Professional Woman (a collaborative work). Amber currently serves as a Learning Consultant at Instructure, providing strategic consulting services to schools in the city of Houston.

Resources

Chardin, M. & Novak, K. (2021). Equity by Design: Delivering on the Power and Promise of UDL. Corwin: Thousand Oaks, CA.

Dee, T., & Gershenson, S. (2017). Unconscious Bias in the Classroom: Evidence and Opportunities, 2017. Stanford Center for Education Policy Analysis.

Muñiz, J. (2019). Culturally Responsive Teaching: A 50-State Survey of Teaching Standards. New America.

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There are steps that teachers and school leaders can take to limit the impact that bias can have in schools and classrooms.

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Great article that describes the steps in which someone can identify, educate ones self, and proceed with more knowledge on what causes your specific biases.

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Educators strive to maintain fair and equitable spaces throughout their learning communities. Sometimes the greatest challenge is something we can't leave at home before school: implicit bias, which connects to individual experience. Rooted alongside our backgrounds and preconceived notions, this bias reflects the context, value judgments, and opinions that we hold.

As a result, it often proves the most difficult to overcome. As UCLA social psychologist Evelyn Carter noted, "Bias is woven through culture like a silver cord woven through cloth. In some lights, it's brightly visible [and] in others, it's hard to distinguish. And your position relative to that glinting thread determines whether you see it at all."

However, just because everyone has some form of bias does not justify its existence. Implicit bias can lead to a rise in discriminatory behavior across race, class, and gender. According to a National Academy of Sciences research study, over 32 million students in the United States experience unconscious bias. The following strategies help educators and district leaders alike mitigate implicit bias across their school communities.
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1. Acknowledge: the first step towards preventing implicit bias is discovering what triggers it. Educators should acknowledge their individual biases in order to identify when it's most likely to make itself known. From that point, group conversation or development workshops can transform this individual work into shared understanding.

2. Stop: after this internal reflection, work to stop implicit bias, either preemptively or in the moment. Maintaining a diverse staff helps minimize implicit bias before teachers enter their first scores in the gradebook. Once in the classroom, teachers can begin cultivating inclusive and diverse teaching practices to help students learn.‍

3. Prevent: set up safeguards to prevent implicit bias. As individual teachers grow and change, so will their mindsets. Administrators can support this work through staff meetings, guest speakers, and group activities, including a bias test. Finally, trying to better understand the perspective of another person prevents bias better than anything else.

Ultimately, addressing implicit bias yields more than just effective teaching in real time. It's about examining our own cultural prejudices and advocating for a more empathetic way of interpersonal interactions.

Consult the following list of resources for further suggestions on addressing and unraveling implicit biases.

Resources:

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Removing Implicit Bias from the Classroom | Formative Blog

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This article discusses how educators and district leaders can work to remove implicit bias from their school communities.

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A great resource from the Anti-Defamation league that teaches educators how to foster an anti-bias learning environment.

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If you are the site owner (or you manage this site), please whitelist your IP or if you think this block is an error please open a support ticket and make sure to include the block details (displayed in the box below), so we can assist you in troubleshooting the issue.

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A resource created by the Maine department of Education, in which teachers can access different strategies to combat biases in the classroom.

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The HHRC offers sixteen fully developed educational programs to schools in Maine—free of charge. The programs can be at a school, or during a visit to the Michael Klahr Center. Each session includes a slideshow and presentation from an experienced educator, followed by class discussion and often interactive activities. Current programs, which range from 60-90 minutes, fall into three categories: Anti-Bias Exploration, Human Rights and The Holocaust/Shoah. Individual sessions, depending on the program, range between sixty and ninety minutes and can be combined for half- or full-day programs. All sessions can be facilitated virtually.

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A more college level, scholastic article on countering bias in the classroom. This article focuses on a teachers willingness to acknowledge one's own biases, and how that is critical for Bias prevention.

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An article by the American School Counselor Association, which focuses on racial biases in schools and how school counselors can help combat these issues.