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There are many factors that impact students. Some of these factors are sexual orientation, gender identity, economic status, ethnicity, and religious background. These factors affect personal growth and development of children and adolescents because of implicit bias. When a student has different sexual orientation, gender identity, economic status, ethnicity, and religious background they are at risk of prejudice behavior done not only by peers, but also by the educator. Educators who have implicit bias tend to have lower expectations and poor interactions with these students. They may also display favoritism.

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Texas teenager expelled from Christian school over his sexual orientation

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Black students speak out about the racism they face in school

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Support for Teaching Gender Identity in School Is Split, Even Among Democrats

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Americans are deeply divided on whether schools should teach about gender identity, two polls found. But there was broader support for teaching about race.

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Teachers, parents say kids should learn about racism. Sexuality much more divisive.

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Most teachers, students and parents think discussing racism in school is important. They disagree about whether LGBTQ issues have a place in school.

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Implicit Bias is a negative attitude towards specific social groups even though you aren't aware of it. For example, a teacher might favorite a student who is white compared to black and have higher expectations for the white student. Cultural Competence is accepting different ethnicity even if it is different from your own. For example, going out of your way to understand different cultures. An implicit bias that I have that might affect my teaching is gender identity. I am okay with transgender people, but when they are non-binary, I find myself calling them the wrong pronouns. I am so used to saying he/him/she/her that I have a hard time adding "them/them" into my vocabulary.

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Implicit bias, also known as implicit prejudice or implicit attitude, is a negative attitude, of which one is not consciously aware, against a specific social group.

Implicit bias is thought to be shaped by experience and based on learned associations between particular qualities and social categories, including race and/or gender. Individuals' perceptions and behaviors can be influenced by the implicit biases they hold, even if they are unaware they hold such biases. Implicit bias is an aspect of implicit social cognition: the phenomenon that perceptions, attitudes, and stereotypes can operate prior to conscious intention or endorsement.

Adapted from the APA Dictionary of Psychology and Wikipedia

APA books

Journal special issues

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Implicit bias, also known as implicit prejudice or implicit attitude, is a negative attitude, of which one is not consciously aware, against a specific social group.

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Awareness of Implicit Biases | Poorvu 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 differi…

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State of the Science: Implicit Bias in Education 2018-2020 | Kirwan Institute

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Over the past 10 years, the Kirwan Institute has explored developments in implicit bias research in education. Schools are oftentimes believed to have the power in promoting more positive racial attitudes and allowing all to partake equitably in society (e.g., Banks et al., 2006). However, teachers and school administrators who are entrusted with fulfilling this capacity, are themselves immersed in a social environment where implicit racial biases are pervasive (Nosek et al., 2007; Gullo & Beachum, 2020). For this multi-year State of the Science report, we examined 33 articles published between 2018-2020 that interrogated the role of implicit racial bias in education

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Framework and Developing Cultural Competence

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Framework and Developing Cultural Competence

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A framework for developing cultural competence should include valuing diversity, conducting ongoing self-assessments, managing differences, willingness to develop cultural knowledge, and ability to adapt to the cultural needs of the community because it creates a positive environment. The people of diversity didn't choose to be who they are so it is important to be accepting of these differences. Accepting these differences creates a safe environment for everyone in the community because it decreases hate crime rates significantly along with teaching people how to form healthy relationships within the community.

These components to the framework are awareness, attitude, knowledge, skills, cultural encounter, and cultural humility.

I can apply this framework to my classroom by ensuring that I am aware of different cultural backgrounds, educate myself on these, and teach my students how to be accepting of the diversities.

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This article will help better understand cultural competence and its components. Adopted cross-cultural attitude strategies will help to develop and enhance the ability to practice effective communication in intercultural situations.

Working and living in a global society requires the ability to create interactions and relationships with people who are different from oneself. It is critical to know how to assess our cultural competency and evaluate our own cultural behaviors. Globalization and diversity lowered the barriers that once separated cultures both internationally and domestically (Garneau & Pepin, 2015). Cultural competency skills can help businesses run more productively, and efficiently. Practicing cultural competency skills can also elevate your customer service skills. Exceptional customer service gives you the ability to set your business apart from your competitors and keeps your customers returning to your business.

What is culture?

In 1951, Kluckhohn explained culture as sharing a pattern of thinking, feeling, reacting, and problem-solving. Culture is a dynamic relational process of shared meanings that originate in the interactions between individuals (Carpenter-Song, Schwallie, & Longhofer, 2007). In 2010, Gregory and colleagues emphasized that culture must be considered in historical, social, political, and economic contexts. Betancourt (2004) defined culture as a pattern of learned beliefs, values, and behavior that are shared within a group; it includes language, styles of communication, practices, customs, and views on roles and relationships. Edgar Schein (2010) described a culture as "shared beliefs, values, and assumptions of a group of people who learn from one another and teach to others that their behaviors, attitudes, and perspectives are the correct ways to think, act, and feel." Psychologists argue that unfamiliar culture negatively affects an individual's sensemaking mechanisms and determine their behavioral responses. As a result, individuals cannot accurately perceive, interpret, explain, and predict the behavior of people with different cultural background(s) (Muzychenko, 2008).

What is cultural intelligence?

Cultural intelligence is the ability to interpret the stranger's behavior the way the stranger's compatriots would (Muzychenko 2008). For example, if employees don't feel as if their manager understands or respects their culture, employees may find it hard to trust the leader or work as a team.

What is cultural competence?

Current research on cultural competence focuses on sensitivity to cross-cultural differences and the ability to adapt to other cultural environments (e.g., Hansen, Pepitone-Arreola-Rockwell, & Greene, 2000), or reflective awareness of cultural influences on one's thoughts and behaviors (Chao, Okazaki, & Hong, 2011). Muzychenko (2008) defined cultural competence as the appropriateness and effectiveness of one's behavior in an alien cultural environment. Wilson, Ward, and Fischer (2013) defined cultural competence as "the acquisition and maintenance of culture-specific skills" for very practical reasons:

function effectively within a new cultural context.

interact effectively with people from different cultural backgrounds.

Williams (2001) defined cultural competence as " the ability of individuals and systems to work or respond effectively across cultures in a way that acknowledges and respects the culture of the person or organization being served" p.1.

Why do we need to develop cultural competence?

Developing cultural competence helps us understand, communicate with, and effectively interact with people across cultures. It gives us the ability to compare different cultures with our own and better understand the differences. Unconsciously, we bring our own cultural frame of interpretation to any situation. This is not to say that culture alone determines how one interprets a situation. One's own unique history and personality also play an important role (Hofstede, 2002).

How do we develop an attitude and components of cultural competence?

Developing cross-cultural attitudes allows one to develop skills for better engaging with people from all kinds of cultures. Cross-cultural skills demonstrated through the ability to communicate with respect; recognize others' values, accept knowledge, skills, and talents; and tolerate, engage, and celebrate the success of others. Deardorff defined competence as " the ability to communicate effectively and appropriately in intercultural situations based on one's intercultural knowledge, skills, and attitudes" (Deardorff, 2006, pp. 247-248). We adopted Deardorff (2006) cross-cultural attitude strategies that help you to develop and enhance one's ability to practice effective communication in intercultural situations:

Practice openness by demonstrating acceptance of difference.

Be flexible by demonstrating acceptance of ambiguity.

Demonstrate humility through suspension of judgment and the ability to learn.

Be sensitive to others by appreciating cultural differences.

Show a spirit of adventure by showing curiosity and seeing opportunities in different situations.

Use a sense of humor through the ability to laugh at ourselves.

Practice positive change or action by demonstratinga successful interaction with the identified culture.

Borchum (2002) described cultural competence as " a non-linear dynamic process that is never-ending and ever expending. It is built on increases in knowledge and skill development related to its attributes" p. 5. We synthesized and adopted Williams's (2001) and Martin and Vaughn's (2007) studies that can assist in better understanding of components of cultural competency. These attributes will guide you in developing cultural competence:

Self-knowledge and awareness about one's own culture.

Awareness of one's own cultural worldview.

Experience and knowledge of different cultural practices.

Attitude toward cultural differences.

In conclusion, our global society necessitates interactions and relationships with people who are different from oneself. By developing one's own cultural competence, productivity and efficiency may increase and in turn improve one's customer service skills. Customers who feel valued and understood will return for repeat business.

Resources

Burchum, J. L. R. (2002, October). Cultural competence: An evolutionary perspective. In: Nursing Forum: (Vol. 37, No. 4, p. 5). Blackwell Publishing Ltd.

Carpenter-Song, E. A., Schwallie, M. N., & Longhofer, J. (2007). Cultural competence reexamined: critique and directions for the future. Psychiatric Services, 58(10), 1362-1365.

Betancourt, J. R. (2004). Cultural competence-marginal or mainstream movement? New England Journal of Medicine, 351(10), 953-955.

Chiu, C.-Y., Lonner, W. J., Matsumoto, D., & Ward, C. (2013). Cross-Cultural Competence: Theory, Research, and Application. Journal of Cross-Cultural Psychology, 44(6), 843-848.

Garneau, A. B., & Pepin, J. (2015). Cultural competence: A constructivist definition. Journal of Transcultural Nursing, 26(1), 9-15.

Gregory, D., Harrowing, J., Lee, B., Doolittle, L., & O'Sullivan, P. S. (2010). Pedagogy as influencing nursing students' essentialized understanding of culture. International Journal of Nursing Education Scholarship, 7(1), 30. doi:10.2202/1548-923X.2025

Hofstede, G. J., Hofstede, G., & Pedersen, P. B. (2012). Exploring culture: exercises, stories, and synthetic cultures. Boston: Intercultural Press.

Hofstede, G. J., Pedersen, P. B., & Hofstede, G. (2002). Exploring culture: Exercises, stories, and synthetic cultures. Nicholas Brealey.

Martin, M., & Vaughn, B. (2007). Cultural competence: The nuts and bolts of diversity and inclusion. Strategic Diversity & Inclusion Management, 1(1), 31-38.

Muzychenko, O. (2008). Cross-cultural entrepreneurial competence in identifying international business opportunities. European Management Journal, 26(6), 366-377.

Schein, E. H. (2010). Organizational culture and leadership (Vol. 2). John Wiley & Sons.

Williams, B. (2001). Accomplishing cross cultural competence in youth development programs. Journal of Extension, 39(6), 1-6.

Wilson, J., Ward, C., & Fischer, R. (2013). Beyond culture learning theory: What can personality tell us about cultural competence? Journal of cross-cultural psychology, 44(6), 900-927.

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What is Cultural Competence and How to Develop It?

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This article will help better understand cultural competence and its components. Adopted cross-cultural attitude strategies will help to develop and enhance the ability to practice effective communication in intercultural situations. Working and living i

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Impacts of Implicit Bias on Teacher Perceptions 

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Impacts of Implicit Bias on Teacher Perceptions 

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Implicit bias can negatively impact a teacher's perception of children and families because they might find that their expectations are too high or too low for the children. The teacher might also find themselves not wanting to participate in conversation with families due to their differing backgrounds. A scenario that I have come up with is that a teacher who has primarily white students in their classroom with a few black or Hispanic students find themselves expecting that the black or Hispanic students will have less academic achievement because of their cultural background.

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A new study finds evidence that teachers’ implicit bias may lead to unequal student outcomes.

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When the "Education for All Handicapped Children Act" passed, in 1975, students with disabilities who were found eligible for special education services would be provided, by law, a free and appropriate public education using an individualized education program (IEP)- based on the special education evaluation and the unique strengths and needs of the student. After the 1990, reauthorization, the law became Individuals with Disabilities Education Act (IDEA).

Since then, IEPs have benefited many students. But along the way, something surfaced: Implicit bias.

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Disproportionality in Special Education Fueled by Implicit Bias | NEA

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Educators chip away at racial and ethnic inequities in special education to support students, no matter their race, gender, the language they speak, or ability.

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Last week at Colgate University in central New York, reports of a black male carrying a gun - which in reality was a Colgate student carrying a glue gun for a school project - prompted school officials to put the campus on lockdown. In a message to the university, President Brian W. Casey wrote: "It is important that we understand the role that implicit racial bias had in the initial reporting of and responses to the events of last night."

African Americans have learned to expect bias in their lives from an early age, and very little has been done to counteract the effects associated with implicit biases. If black students experience the effects of implicit bias from the first day they step into a school, how can we expect them to develop healthy or positive attitudes toward authority figures later in life? While we may think of ourselves as unbiased, it is important for educators to recognize and purposefully counteract any effects of implicit bias by beginning with staff and then spreading understanding beyond schools and into the public mindset.

Implicit bias - unconscious attitudes and stereotypes used by the brain to make decision-making more efficient - often alters our actions and decisions in high-stress and split-second situations. When bias relates to preferred foods or colors, very few - if any - negative consequences occur. However, implicit bias often enters our judgments related to other people based on skin color, ethnicity, language, and other traits. In schools, the effects of implicit bias on students of color have been linked directly to excessive discipline, lower teacher expectations, and over-critical grading procedures; and linked indirectly to higher dropout rates, future incarceration, and lower higher education outcomes.

Experiences of implicit bias and related differences in treatment of individuals by race starts at an early age. A study by Yale University faculty found that preschool teachers looking to prevent behavioral problems focused on black male students significantly more than their peers. National data sets show K-12 black students received suspensions and expulsions at rates higher than students of all other races, and they experienced out-of-school-suspensions 3.8 times more often than white students. Resulting differences in discipline exposure by race lead to juvenile incarceration, lower graduation rates, diminishing academic achievement, higher incidences of future poverty, and high costs to taxpayers through assistance programs and extended time in the K-12 school system.

To begin lessening the effects of implicit bias, schools must provide professional development opportunities to make teachers aware of implicit bias and the different ways it might impact students. Data collection and analyses in the form of equity audits provide clear information as to where implicit bias most severely impacts students. Schools need to implement policies that allow for adequate time for teachers to react to and respond to the academic, disciplinary, and social needs of students. Recognition of culture must become an integral part of school climate and be allowed to grow and change based on the population of students served by the school.

Personal bias mitigation can begin with systemic self-examination. The Implicit Associations Test, developed by social psychologists, is a tool that assesses levels of implicit bias in several categories. Although it is difficult, individuals may begin to change their levels of implicit bias by reading stories that go against popular beliefs about people or cultures and experiencing examples of strong and/or successful people of color. Individuals must share awareness of bias with local communities or workplaces and practice making informed decisions and thoughtful reactions when working through situations subject to bias. Every situation will be different, but beginning to identify and address one's own implicit biases is an important first step toward the realization of a more just and equitable society.

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Dr. Beachum is the Bennett Professor of Urban School Leadership at Lehigh University. He is also the program director and an associate professor in the Educational Leadership program in the College of Education. Gina Gullo recently completely her doctorate in Educational Leadership at Lehigh University.

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The negative effects of implicit bias in schools - WHYY

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Last week at Colgate University in central New York, reports of a black male carrying a gun - which in reality was a Colgate student carrying a glue gun for a school project - prompted school officials to put the campus on lockdown. In a message to the university, President Brian W.