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You may want to have a look at this link - Harvard have created a set of tests for a variety of protected characteristics.
Iona :)

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This demonstration site is out of date. It uses old JavaScript code, which is unreliable in modern browsers, and may negatively impact your experience. In addition, the language we use to discuss the IAT relies on older conceptions, such as making claims about "unconsciousness". We are currently updating the code, stimuli, and language used throughout the site. Until then, we suggest you take more caution than usual regarding claims made on this website. Or, if you speak English, you could visit our updated website here.

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This demonstration site is out of date. It uses old JavaScript code, which is unreliable in modern browsers, and may negatively impact your experience. In addition, the language we use to discuss the IAT relies on older conceptions, such as making claims about "unconsciousness".

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Interest Convergence

Interest convergence is the principle theory in CRT (Critical Race Theory). The term coined by Bell in 1980 refers to the theory that the majority will only accommodate racial equality with the minority when the interests of the two align. As Bell says, “The interest of [black people] in achieving racial equality will be accommodated only when it converges with the interests of [white people]” (1980 pg,523). This has been proven to be true by the historical challenges that society has faced in the fight for racial equality. Even though mercy, sympathy and developing standards of societal norms amounted to little in the view of education and the socio-political climate, Delgado & Stefancic  (2001, pg18) state that “any advances for [black people] always coincided with changing economic conditions and the self-interest of elite [white people].”

Reference:

Rollock, N. and Gillborn, D. (2011) Critical Race Theory (CRT), British Educational Research Association online resource. Available online at: [https://www.bera.ac.uk/wp-content/uploads/2014/03/Critical-Race-Theory-CRT-.pdf] Last accessed [04/08/2020].

Bell, D. (1980) Brown vs Board of Education and the interest convergence dilemma. Harvard Law Review, 98, 518-533. (Reference has been hyperlinked to document which I was granted access to via Open Athens)

Delgado, R. & Stefancic, J. (2001) Critical Race Theory: An Introduction. New York: New York University Press.

Interesting Further reading:

Hughes, S., Noblit, G., Cleveland, D., n.d. Derrick Bell’s post-Brown moves toward critical race theory. Race Ethnicity and Education 16, 442–469.

Milner, H., 2008. Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices. Journal of Teacher Education, 59(4), pp.332-346.

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A word I thought was completely relevant with CRT.

Analogous:

Being similar or comparable to something else either in general or in some specific detail. The process in which something can be perceived analogous to something or someone else implies that there are marked differences or similarities being  highlighted.

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Interesting article that incorporates differing perspectives that contribute to teaching practices. These can be based on past life experiences and subconscious discriminatory views that shapes our approach and responses to individuals .

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The underrepresentation of women and racial and ethnic minorities in computer science (CS) and other fields of science, technology, engineering, and math (STEM) is a serious impediment to technological innovation as well as an affront to fundamental notions of fairness and equity. These gaps emerge in the early grades and tend to persist, if not widen, throughout the secondary and postsecondary years. The unconscious biases (UB) of teachers, school administrators, and fellow students may contribute meaningfully to the persistence of these gaps. Fortunately, a nascent literature on targeted interventions that directly address UB suggests there may be compelling opportunities to promote broader engagement in CS and STEM education and employment. The fields of neuroscience, social psychology, economics, and sociology articulate the many possible origins of UB and the ways in which UB can harm stereotyped groups, particularly in educational settings. This interdisciplinary literature yields two troubling, important insights: (1) Humans consciously "and unconsciously" store experiences in our brains and those experiences (memories) later influence instantaneous, automatic decision-making, which is critical to cognitive functioning and "cannot be turned off"; and (2) Exposure to UB can trigger self-fulfilling prophecies by changing stereotyped groups' behaviors to conform to stereotypes, "even when the stereotype was initially untrue". These insights provide specific guidance for mitigating the negative consequences of UB via interventions that disrupt the channels through which UB influences individuals and that highlight the insidiousness of UB, respectively. In particular, the following design insights should be considered when addressing UB systematically: (1) Asking individuals to "suppress biases" is likely to be "counterproductive", as this requires a great deal of mental effort and can cause UB to eventually rebound above pre-intervention levels; and (2) Teachers and classroom climate moderate the impact of UB, suggesting that teacher-facing interventions that carefully leverage the relevant psychological mechanisms (e.g., awareness, motivation, individuation, and empathy) have substantial promise to reduce teachers' UB and improve student outcomes. In sum, UB is a nontrivial problem in education, especially in CS and STEM education, and it is not easily addressed via traditional educational policies and interventions. However, interventions that identify and alter the frequently unconscious psychological processes that harm individuals' outcomes are currently being developed and piloted. Teacher-facing interventions, which can be administered to both pre- and in-service teachers, are particularly promising. In part, this is because by addressing UB among teachers, we can help shape the entire classroom context in supportive ways. Furthermore, teacher-facing interventions are potentially cost-effective and scalable, because infrastructure for teacher training is already in place. Still, much remains to be learned about the scalability, external validity, and optimal design of such interventions. Given the scope and complexity of the problem, interdisciplinary and inter-sector partnerships between public schools, universities, researchers, and industry will likely play a pivotal role in meeting these objectives.

Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu

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ERIC - ED579284 - Unconscious Bias in the Classroom: Evidence and Opportunities, 2017, Stanford Center for Education Policy Analysis, 2017

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The underrepresentation of women and racial and ethnic minorities in computer science (CS) and other fields of science, technology, engineering, and math (STEM) is a serious impediment to technological innovation as well as an affront to fundamental notions of fairness and equity.

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Bell believes that racism reinforces white supremacy and allows whites to maintain the overwhelming control of power. The greater power of white people gives little incentive to tackle racism. ‘Interest convergence’ occurs only when there is an incentive for white people to advocate race equality. Bell states that ‘the interest of blacks in achieving race equality will only be addressed when it converges with the interests of white’ (Bell, 1980; 523).

The signature example of interest convergence is Brown v. Board of Education, which Bell argued only happened because it advanced white interests. White people’s interest in desegregation in this case raised the nation's profile with the world during the Cold War. As soon as interest waned the enforcement of civil rights was decreased, and segregation was sanctioned for decades (Shih, 2017).

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Leadership or dominance of one group over another e.g. a student government leadership in a school.

This is important in the study of education as its can be either an overarching factor which has an impact on the way in which educational facilities are organised, and the way in which curriculums should be delivered. This will in turn, have an impact not only on the teachers delivering the education, but may also have a direct impact on the learners.

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Values the perceived interests of white people, that reinforces and advances white supremacy. The imbalances between the two ethnic groups is mismatched which leads to conflict of interest between parties. A lack of motivation to address racial issues is due to perceived `white dominance` and decreased incentive of the eradication of a single supreme majority.

Scholars are constructing narratives from socio-cultural, historical and political realities. These can become persuasive and transformative tools that create an active evolving reference base of individual truths. There is not one single reality of racism but a collective resource of experiences that produce and inform future non-discriminatory perceptions.

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defined as a body of principles and practices used by scholars and academics, to make claims about a particular subject as valid and trustworthy as possible.  This enables them to bring these to the attention of a scholarly audience.
Scholarship vs research: scholarship is an activity which updates or maintains existing knowledge base, rather than building the knowledge base initially.

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Constituting or containing allegory.
(Alegory - a story, poem or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one.)

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Defined as being perceived and understood as true but may not be so

Such as outwardly appearing cheerful but concealing unhappiness  or putting in place a policy that outwardly suggests it benefits a particular demographic however is rooted in social/political/economic bias