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International Educator Perspective on Diversity in Hiring.pdf

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Lolade Siyonbola's exasperated message to the campus police officers - and to the Yale University graduate student who'd summoned them to her dorm - was simple and consistent:

She didn't have to do anything to prove that she was justified in being there, just because she happened to be black.

"I deserve to be here. I pay tuition like everybody else," an annoyed Siyonbola told responding officers after they repeatedly asked her to hand over identification. "I'm not going to justify my existence here."

It was part of a tense, racially tinged exchange that the African Studies student had this week with four police officers and the graduate student who called 911 after she found Siyonbola napping in the Hall of Graduate Studies' 12th-floor common room.

The Monday encounter, broadcast by Siyonbola on Facebook Live, has roiled the campus community, sparking campus leaders to call for more conversations about inclusiveness. The nation is also engaged in a dialogue about disparate treatment of minorities in public places after black people who have not committed crimes have controversially had the police called on them at an Alabama Waffle House, Philadelphia Starbucks and Pennsylvania golf course.

And for anyone keeping score, it adds "napping" to the long and apparently still growing list of things it is unacceptable to do while black.

Other entrants include: couponing while black, graduating too boisterously while black, waiting for a school bus while black, throwing a kindergarten temper tantrum while black, drinking iced tea while black, waiting at Starbucks while black, AirBnB'ing while black, shopping for underwear while black, having a loud conversation while black, golfing too slowly while black, buying clothes at Barney's while black, or Macy's, or Nordstrom Rack, getting locked out of your own home while black, going to the gym while black, asking for the Waffle House corporate number while black and reading C.S. Lewis while black, among others.

Siyonbola is a first-year graduate student in the African Studies department at Yale. She had papers and books spread out in a common room while writing a paper Monday, but had flipped off the lights and went to sleep, she explained in her Facebook Live video.

Another graduate student, Sarah Braasch, walked in, turned on the lights and said she was calling police. The common room was off-limits for sleeping, she added.
[She wanted to criticize Black Lives Matter in a college speech. A protest shut her down.]
What followed was a racially tinged, police-involved dispute between neighbors that aired live on Facebook - then spread.

Agitated, Siyonbola went to Braasch's room, aiming a cellphone camera at her, and demanded to know why she had called the authorities.

"I have every right to call the police," Braasch said after snapping a photo of Siyonbola. "You cannot sleep in that room."

"Continue," Siyonbola said, then taunted her. "Get my good side."

Instead, Braasch shut the door and Siyonbola waited for the police, who became the subject of her second live video.

"Once we verify that you belong here, we'll be on our way," an officer said. The officer told Siyonbola that he doesn't know either woman, is simply trying to quickly sort out what's going on and needs to check her identification.

Ultimately, but unhappily, Siyonbola relented. She did not immediately respond to Washington Post messages seeking comment.

As the police tried to sort out who she was (Siyonbola's given name in a Yale database conflicted with her preferred name on the card, a spokesman said.), she told them Braasch had called police on her friend about three months ago "because he was in the stairwell and he was black."

She claimed that she is facing the same kind of harassment, from Braasch and from the four police officers who responded to her non-crime.

Later, a supervising officer told Siyonbola that she wasn't harassed, at least not by the officers.

"Every time there's an interaction with police officers doesn't mean there's harassment," the supervisor told her. Then the officers bid her good night.

"You have a good night," she said. "I'm not going to have a good night after this."

Braasch, a graduate philosophy student, could also not be reached for comment. She had reportedly deleted social media accounts or set them to private in the wake of the incident.

On Thursday, the Yale University Police Department posted its account of the incident, which it says began when a caller told the police a woman "she did not know" was sleeping in the common room. After checking identification, police said they told the caller the woman was an authorized resident and "had every right to be there," adding that this was "not a police matter."

"Racism is an unqualified evil in our society," Yale President Peter Salovey said in an email late Thursday to the university community. "Universities are not utopias, and people of color experience racism on our campus as they do elsewhere in our country. This fact angers and disappoints me. We must neither condone nor excuse racism, prejudice, or discrimination at Yale."

Kimberly M. Goff-Crews, Yale's vice president for student life, said in an email to students that the officers admonished the student who called 911 and that "the other student had every right to be present."

Goff-Crews said she had discussed the incident with other Yale leaders, trying to figure out "how we can work together to avoid such incidents in the future." She said they were planning "listening sessions" with the Yale community and encouraged students to share their thoughts.

The issue is, of course, much bigger than Yale. People have picketed coffee shops and received apologies from CEOs and college presidents over viral issues of bias that spread at the speed of the Internet, giving institutions an instantaneous black eye.

And with the "while black" incidents piling up, the aggrieved parties have begun to point out the similarities - sometimes in the very videos they post.

"Folks done made it okay to be publicly racist, and do and say what they want," a tearful Kimberly Houzah said after being kicked out of a Victoria's Secret in 2016.

Black people who had tense conversations with police said they felt as if their race made them more likely to be treated with suspicion by the white people around them. In some instances, they felt as though celebrating their blackness was being treated as a crime.
[After calling Barbara Bush an 'amazing racist,' a professor taunts critics: 'I will never be fired']
Nafeesah Attah, who graduated too boisterously while black last week (she was shoved off a stage while trying to flash a sorority sign) told The Post that her incident "speaks to the bigger and larger issue of race relations in the United States at this time and making sure that black students feel comfortable at these universities.

"This is the time to highlight black excellence; instead we were treated like criminals at our very own commencement."

In a post on her Facebook page a day after the incident, Siyonbola also acknowledged that other black people have endured similar treatment.

"Grateful for all the love, kind words and prayers, your support has been overwhelming Black Yale community is beyond incredible and is taking good care of me. I know this incident is a drop in the bucket of trauma Black folk have endured since Day 1 America."

Then she invited anyone reading her post to share similar stories.

By Friday, nearly 10,000 people had commented.
Read more: 'I was just reading a book': Canadian cops called on black man reading C.S. Lewis in his car A teen spread a racist video of a black classmate eating chicken. Both face criminal charges. Police say a black man was shot after pulling a blade on officers. A new video raises doubts. Private school teens held an Instagram debate on the n-word. It went as well as you'd expect.

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A black Yale student fell asleep in her dorm's common room. A white student called police.

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Lolade Siyonbola's exasperated message to the campus police officers - and to the Yale University graduate student who'd summoned them to her dorm - was simple and consistent: She didn't have to do anything to prove that she was justified in being there, just because she happened to be black.

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An Education in Equality - Op-Docs | The New York Times

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Photo: Mario Tama/Getty Images

A new study from researchers at the Johns Hopkins University's Krieger School of Arts and Sciences says that when it comes to Black students, a teacher's racial bias can have a major impact on their academic success.

Researchers analyzed data from the Educational Longitudinal Study of 2002, which followed 8,400 public high school students from 2002 through 2013 and asked math and English teachers, among others, to rate them. For White students, the teachers' ratings tended to be the same. But for Black students, especially Black boys, researchers saw a large discrepancy in the ratings.

"Who Believes In Me? The Effect Of Student-Teacher Demographic Match On Teacher Expectations" ultimately found that when Black and White teachers are asked to evaluate the same Black student, White teachers are 40 percent less likely to predict that the student will graduate high school and 30 percent less likely to expect them to finish a four-year degree.

The authors concluded that those lowered expectations can actually become self-fulfilling prophecies that hold students back; Black kids with non-Black math or English teachers in the 10th grade were less likely to pick classes that furthered their study in those areas.

"What we find is that White teachers and Black teachers systematically disagree about the exact same student. One of them has to be wrong," co-author Nicholas Papageorge said in an article posted to a university blog. "If I'm a teacher and decide that a student isn't any good, I may be communicating that to the student. A teacher telling a student they're not smart will weigh heavily on how that student feels about their future and perhaps the effort they put into doing well in school."

The researchers also suggested that this bias goes far beyond the classroom. "While the evidence of systematic racial bias in teachers' expectations uncovered in the current study are certainly troubling and provocative, they also raise a host of related policy-relevant questions that our research team plans to address in the near future," says study co-author Seth Gershenson. "For example, we are currently studying the impact of these biased expectations on students' long-run outcomes, such as educational attainment, labor market success, and interaction with the criminal justice system."

Related Articles

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STUDY: White Teachers Often Expect Black Students to Fail | Colorlines

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Photo: Mario Tama/Getty Images A new study from researchers at the Johns Hopkins University's Krieger School of Arts and Sciences says that when it comes to Black students, a teacher's racial bias can have a major impact on their academic success.

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Implicit Bias Training Required for UVA Students

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Implicit Bias Training Required for UVA Students

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First-year students at the University of Virginia will now be required to take an implicit bias module in order to attend the university. The purpose of the module is to help students identify innate or "implicit bias" they may harbor internally.

According to the Cavalier Daily, the University's student newspaper, "implicit bias is a term that refers to attitudes or prejudices individuals possess which unconsciously impact their actions, decisions and understanding. It affects how individuals view others based on race, ethnicity, gender and other factors."

An initial trial run took place during the first few weeks of the fall semester and was completed by a single dormitory of students. University officials found the program to be successful and will now have all first-year students participate next year.

The program was originally intended to take place online and over the summer, but faculty in the psychology department were concerned about students taking the course without a campus representative to discuss the course material. Instead, the on-campus module is done in conjunction with the Housing and Residence Life department.

The curriculum was created in partnership with Project Implicit, a "non-profit organization and international collaboration between researchers who are interested in implicit social cognition."

The computer-based module consists of a preliminary examination asking students about their overall knowledge of implicit bias. The module then goes into training videos and lessons regarding implicit bias. Afterwards, the university students are given the option of taking an actual test.

The test is comprised of words-to-pictures matching activities. As described in the UVA publication, photos of the faces of white people, as well as faces of black people, momentarily blink on the screen. Then, words with positive and negative connotations are presented on the screen. The test-takers must match the words with the faces they think best illustrate those words.

The module's algorithm is set up to track the difference in reaction times which supposedly determines an individual's implicit bias. As explained by the UVA publication, "if they were faster at linking negative words with black faces, the test suggests they are implicitly biased against black people."

In a power point published by the UVA provost entitled "Embracing Diversity in Pursuit of Excellence," implicit bias is defined as "cognitions, feelings, and evaluations that are not necessarily available to conscious awareness, conscious control, conscious intention, or self-reflection, and that lead us to favor one group over another."

Dean of Students Allen Groves has contemplated implementing an implicit bias training for years now but recently concluded that "subconscious bias" must be recognized.

"We have decided, 'Look, how do we build a more inclusive community? How do we make UVA a place where everyone feels welcome and people are treated equitably?'" Groves stated.

UVA began to educate first-year students on implicit bias back in August of 2012. The university shifted its attention to sexual assault prevention the next year, but the university has now decided to revert back to the topic of implicit bias in order to best serve the interests of its students.

UVA President Teresa Sullivan's Committee on Inclusiveness has officially approved the idea of an implicit bias module.

"We thought about that and we realized that there wasn't a one fix, but the beauty of implicit bias is that it opens your mind to being willing to have other conversations and to be open to understanding that there is subconscious bias in most of us."

Isaiah Denby is a college freshman from Tampa Bay, Florida studying economics and political science.

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Implicit bias training now required for all first-year students at UVA

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First-year students at the University of Virginia will now be required to take an implicit bias module in order to attend the university. The purpose of the module is to help students identify innate or "implicit bias" they may harbor internally.

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Mellody Hobson: Color blind or color brave?

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The subject of race can be very touchy. As finance executive Mellody Hobson says, it's a "conversational third rail." But, she says, that's exactly why we need to start talking about it. In this engaging, persuasive talk, Hobson makes the case that speaking openly about race - and particularly about diversity in hiring -- makes for better businesses and a better society.

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Photo: Matt Cardy/Getty Images

At Monday's (September 26) debate, Democratic presidential nominee Hillary Clinton told moderator Lester Holt that she thinks "implicit bias is a problem for everyone, not just police." A new study from the Yale Child Study Center shows that preschool teachers are not exempt, and that their bias is likely one of the reasons that Black preschool children are 3.6 times more likely to be suspended than their White counterparts.

The study, released yesterday (September 28), found that preschool teachers and other staffers exhibit signs of implicit racial bias, which the study's authors define as "the automatic and unconscious stereotypes that drive people to behave and make decisions in certain ways." The bias was observed both when the educators anticipated that children will misbehave and when they disciplined them.

In the study, 132 people were recruited during a conference for early childcare and education professionals. Fully 93.9 percent of them were women, 66.7 percent identified as White, 22 percent identified as Black and 23 percent identified as Latinx (this measure was not exclusive of race). The average participant had been working with young children for 11 years.

The study consisted of two parts. For the first, researchers played a series of 30-second clips of children in a classroom and told the participants to look for misbehavior, which actually did not occur in any of the clips. They then used eye tracking technology to determine which of the children the participants spent the most time watching. The Black boys were overwhelmingly watched most closely, by both Black and White teachers. And when participants were explicitly asked which of four featured children needed the most attention, 42 percent said the Black boy did, followed by 34 percent for the White boy, 13 percent for the White girl and 10 percent for the Black girl.

For part two, participants were given scenarios of that highlighted a student's behavioral challenges, and researchers attached stereotypically Black and White names to identify the kids (Latoya, Emily, DeShawn and Jake). In some cases, they were also provided with information on the student's family background. The teachers were then asked to rate the severity of the misbehavior, the degree to which they felt hopeless to help the child improve and the likelihood that they would recommend suspension or expulsion, and for how long. Black teachers rated the behavior of children with the "Black" names more harshly than the White teachers did, but when they learned they had difficult home lives, they felt more empathy, while White teachers wrote off the kids as hopeless. The reverse was true of the empathy-hopelessness dichotomy when the teachers rated the students with "White" names.

From the study:

These findings are important to consider given that no behavioral challenges were present in the videos, suggesting, in part, that preschool teachers may hold differential expectations of challenging behaviors based on the race of the child. This is consistent with the robust literature that evidences disproportionate rates of disciplinary referrals and exclusionary practices for Black boys that are not better accounted for by other factors....

Regardless of the nature of the underlying biases, the tendency to observe more closely classroom behaviors based on the sex and race of the child may contribute to greater levels of identification of challenging behaviors with Black preschoolers and especially Black boys, which perhaps contributes to the documented sex and race disparities in preschool expulsions and suspensions.

The nature of these implicit biases appears to differ based on the race of the early educator.... Perhaps White early education staff tend to hold an implicit bias that Black preschoolers are more likely to engage in challenging classroom behaviors, so a vignette about a Black child with challenging behaviors is not appraised as being unusual, severe, or out of the ordinary resulting in lower behavioral ratings. In the case of the present study, a vignette describing pronounced challenging classroom behaviors, in the absence of any potentially explanatory family background information, may not seem very severe at all for a Black child.

These potentially lower expectations held for children based on race can have detrimental consequences over time, with low expectations, particularly for minority children, being linked to less favorable outcomes.... In contrast, for Black early educators, these severity findings may represent higher expectations held by Black educators for Black students. These findings might suggest that more severe behavior ratings could reflect higher standards by Black educators for Black children.

Read the full study here.

Related Articles

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STUDY: Preschool Teachers Harbor Implicit Racial Bias | Colorlines

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Photo: Matt Cardy/Getty Images At Monday's (September 26) debate, Democratic presidential nominee Hillary Clinton told moderator Lester Holt that she thinks "implicit bias is a problem for everyone, not just police."

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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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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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What Would You Do?

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Shopping While Black - Social Experiment

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Awareness of Implicit Biases | Center for Teaching and Learning

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Examples Instructors may assume that certain students know to seek help when they are struggling, although students at higher risk for struggling academically are often less likely to seek help and support. Instructors may assume that students from certain backgrounds or social groups have differing intellectual abilities and/or ambitions.

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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.