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Economic Status Impacts Growth and Development 

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Economic Status Impacts Growth and Development 

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A student's economic status impacts their growth development and education related opportunities. Research shows that children from families in a lower economic status are not as successful as those from a higher status. This can lead to more absences and a lack of confidence around their peers.

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Children, Youth, Families and Socioeconomic Status

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Learn how socioeconomic status affects psychological and physical health, education and family well-being.

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Student's that may struggle with gender identity can be impacted through negative peer interactions which can influence their grades and performance in the classroom.

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Implicit Bias is unconscious feelings, judgements, and stereotypes from previous influences and experiences that come out in the interactions we have with others. I have always been accepting of others without judgement or a difference in my interactions

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Cultural Competence plays a big part in being an educator as the impact you have on your students influences their growth and development. I have worked with many different students with diverse backgrounds and personalities. I am always ensuring that my interactions are equal to every student and impact them in a positive manner.

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This model is a great way to assess your personal cultural competence to see if there are any areas that I may need to improve or be more aware of. That way I am always ensuring I am treating every student with the respect, and making them feel valued everyday.

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Having a training in cultural awareness would be very beneficial to a school district, to ensure that teachers and staff are creating an environment that allows students to feel valued and comfortable. This would benefit me personally before I begin teaching just to be trained and aware. I know I do my best to be aware of my interactions with students but I am always looking to find ways to improve and give my best for the students!

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Disproportionality exists in early childhood suspensions and expulsions by age, gender, race, and ability. Studies have found that providers/teachers are more likely to suspend or expel children who are Black, boys, and older (e.g., 4-year-olds). Studies of school-age children have also found that schools are more likely to suspend or expel lower income children and children with a disability. fact, children of color, boys, and children with disabilities are likely to be more harshly disciplined than other children for the same behaviors. They are also more likely to be disciplined for behaviors that are not well defined, such as "having a bad attitude."

Implicit bias contributes to the discipline gap, especially for Black boys. If teachers expect bad behavior, they watch children more closely and punish them more often.
Everyone has some implicit biases; it is part of being human. Our implicit biases often come out when we must make quick decisions under stress, and we may end up relying on unconscious stereotypes. Implicit biases become harmful when they affect decisions made about how children are treated at school, which in turn affects their chances at succeeding in school and later in life. By working to consciously and intentionally recognize and overcome our biases, we can stop them from having a negative effect on the way we interact with children and families. This will help all children succeed and help reduce suspensions and expulsions, especially for boys, children of color, and children with disabilities.
"At the end of the day, the question is not whether or not we have bias. The question is how we can address it." - Linda K. Smith, Deputy Assistant Secretary for Childhood Development, Administration for Children and Families
Although implicit biases are difficult to recognize and overcome, studies show that discussion of and self-reflection on biases, cultural awareness training, and using resources such as Culturally Responsive Teaching can help overcome biases. Cultural awareness is important because people from different cultures may behave differently in the same situation or might perceive the same behavior in different ways. Cultural awareness, especially about behavior, can help teachers understand their children and their motivations and change the way they use discipline. However, implicit biases are not addressed by only understanding other cultures. Adult self-awareness is critical. Adults must also engage in self-reflection and work to understand what they bring to the table in their perceptions and experiences. By working to understand themselves and their students, providers can help shrink the discipline gap and promote equity and justice for young children throughout their lives.
"We have to be courageous enough to have conversations that make us uncomfortable." - Lisa Williams
For more information, watch this TED talk by Rosemarie Allen:

How do I do this?
Step 1. Discuss and reflect.

Have conversations with your staff. Conversations about bias should be approached sensitively and carefully. Start by talking about how bias is normal, the important thing is how we think about our biases and how they affect our behavior. Noticing differences between people is natural and normal. It is very possible to learn not to judge people based on those differences.

Work with your staff to set norms for your discussion. These might include the following:

Create formal (but safe and supportive) ways for staff to discuss and reflect on such issues as:

You don't have to make a plan for having a conversation about equity by yourself!

Stress the negative effects of disproportionality on education and social outcomes, particularly for Black children and children with disabilities.Emphasize that the goal is to create a positive school climate where all children can thrive.

Set a clear purpose and goals in all discussions. This may include a guide or checklist of topics to talk about and data that show what disproportionality looks like (see Recommendation 1.1). You and your staff can watch this video of Rosemarie Allen talking about how important it is for educators to reflect and understand themselves if we want to reduce the effects of implicit bias and stop suspensions and expulsions.

Here are a few more helpful resources to promote discussion and reflection:

Step 2. Identify training needs. Use professional development to make sure that discussion and reflection effects improvements in practice.

Teaching Tolerance has a free professional development webinar series about reducing prejudice, improving relationships between different groups, and promoting equity.

Talk to your staff and try to answer these questions about the kind of professional development you need:

Where does training need to be targeted?

Do staff have any requests or skills they want to build? Use this outline of the skills early childhood workers should have to guide your professional development needs. It includes skills for inclusiveness of all cultures, languages, needs, and abilities.

Step 3. Create formal policies and procedures to reduce discipline disproportionality.

Many programs do not have formal policies for managing discipline. Having formal policies can help reduce implicit bias in discipline by making discipline less subjective. You don't have to create these policies alone, you can adapt them from policies and guidelines that already exist.

Define challenging behaviors (no matter how small) and appropriate responses in clear, measurable terms (see Recommendation 3.1 about how to support staff to understand the function of behavior and 3.2 for how to support staff to develop behavior support plans to address challenging behaviors). Take vague language, such as "bad attitude," "difficult," and "disruptive" out of behavior reports and conversations.

Identify a "diversity point person" among staff who wants to improve program and school policy and practice and can bring attention to the challenges that children of color and children with disabilities face in school. Read this to learn more about what a diversity point person does and why it is important.

Work to create a positive school climate by reflecting equity and diversity in your books! Check out this list of children's books on bias, diversity, and justice.

Step 4. Express gratitude and acknowledge progress. After training and developing or revising policies, reflect again with staff on current strengths and needs, and plan a course of action. Recognize staff who have worked hard and made progress using new practices. Encourage teachers to acknowledge one another, as well. This creates a culture of support and recognition.

In regular staff emails or newsletters, add a "shout out" section where administrators and other staff can submit a brief comment about a colleague's hard work (e.g., "Thanks Ms. Johnson for reflecting and talking honestly and encouraging others during professional development. Your time and dedication to this process are greatly appreciated!").

Administrators can personally call or send handwritten notes to thank teachers who are working hard to put training into practice and reflect on their teaching practices. Let your staff know that you see their hard work!

What Barriers Might I Run Into and What Are Solutions?

Potential Barrier: My staff and/or I am uncomfortable talking about race, gender, ability, and our own biases and the way they affect discipline and our interactions with children.
Solution: That is OK! Many people feel uncomfortable talking about implicit bias and inequity. Everyone has implicit biases, and being willing to have a conversation is an important step to meeting the needs of all children. Before starting a conversation about implicit bias, inequity, and discipline, create a safe and welcoming space for staff to have an honest conversation. Work as a group to create ground rules for how everyone will contribute. Check out this blog post that walks you through steps for leading a conversation on equity and this resource for educators leading dialogue and reflection about diversity and equity. It includes steps to help you prepare, suggestions for ground rules, icebreakers, ways to reflect, and group activities.

Potential Barrier: I don't have access to professional development resources to train my staff in cultural awareness or to help us talk about our implicit biases.
Solution: There are many wonderful, free resources online for educators working to reduce implicit bias and promote equity in their schools. Many of them are listed throughout this guide. For example, check out the Anti-Defamation League's page specifically created for early childhood providers interested in anti-bias education.

Where do I go for more resources?

Check out Teaching Tolerance (SPLC) to learn more about why we need equity in schools and how to build a positive school climate and find lots of great resources for yourself, your staff, and your children.

For more information on positive school climates, check out the School Climate page from the National Center on Supportive Learning Environments.

For more information on anti-bias education, check out this toolkit from the NAEYC.

Edutopia has many resources to help learn about Culturally Responsive Teaching.

Looking for even more free resources to help carry out some of these steps in your school or program? Inclusive Schools Network provides tools, tips, and strategies to help you make a difference in your school and community.

The book Difficult Conversations: How to Discuss What Matters Most is a useful tool for any person or group who is learning how to talk about tough topics productively.

References

Adamu, M., & Hogan, L. (2015). Point of entry: The preschool-to-prison pipeline. Retrieved from https://cdn.americanprogress.org/wp-content/uploads/2015/10/08000111/PointOfEntry-reportUPDATE.pdf

Capatosto, K. (2015). Implicit bias strategies. Kirwan Institute. Retrieved from https://pdfs.semanticscholar.org/3d03/9ac57b1cd4a5b15e19be747d8d85ba1355f7.pdf

Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. T. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology, 48(6), 1267-1278.

Great Schools Partnership (2016). Disproportionality. The glossary of education reform. Retrieved from http://www.emstac.org/registered/topics/disproportionality/faqs.htm

Great Schools Partnership (2016). Equity. The glossary of education reform. Retrieved from http://edglossary.org/equity/

Elementary & Middle Schools Technical Assistance Center. (n.d.). Disproportionality: The disproportionate representation of racial and ethnic minorities in special education: Frequently asked questions. EMSTAC.

Gillam, W. (2005). Pre-kindergarteners Left Behind: Expulsion Rates in State Prekindergarten Programs. FCD Policy Brief Series, 3, 1-8. Retrieved from http://challengingbehavior.fmhi.usf.edu/explore/policy_docs/prek_expulsion.pdf

Gilliam, W. S., Maupin, A. N., Reyes, C. R., Accavitti, M., & Shic, F. (2016). Do Early Educators' Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions? Yale Child Study Center. New Haven, CT.

Losen, D. (2011). Discipline policies, successful schools, and racial justice. National Education Policy Center. Retrieved from http://escholarship.org/uc/item/4q41361g

Maupin, A. N., Reyes, C. R., Accavitti, M., & Shic, F. (2016). Do Early Educators' Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions? Yale Child Study Center. New Haven, CT.

National Center on Safe Supportive Learning Environments. (2016). School Climate. American Institutes for Research: National Center on Safe Supportive Learning Environments. Retrieved from https://safesupportivelearning.ed.gov/school-climate

National Education Association (2008). Promoting Educators' Cultural Competence to better serve culturally diverse students. An NEA Policy Brief. NEA Human and Civil Rights Department. Washington DC. Retrieved online from: http://www.nea.org/assets/docs/PB13_CulturalCompetence08.pdf

Pearson, A. R., Dovidio, J. F. and Gaertner, S.L. (2009). The nature of contemporary prejudice: Insights from aversive racism. Social and Personality Psychology Compass, 3, 314-388. Journal compilation. Blackwell Publishing Ltd.

Russ, E. (2014). Zero tolerance, zero benefits: the discipline gap in American public k-12 education. New voices in public policy. George Mason University School of Public Policy. Retrieved from journals.gmu.edu/newvoices/article/download/485/389

Skiba, R. J., Poloni-Staudinger, L., Simmons, A. B., Feggins-Azziz, L. R., & Choong-Geun, C. (2005). Unproven Links: Can Poverty Explain Ethnic Disproportionality in Special Education? Journal of Special Education, 39(3), 130-144.

Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R. N., & Horner, R. (2016). Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students.

Sullivan, A. L., Klingbeil, D. A., & Norman, E. R. Van. (2013). Beyond behavior: Multilevel analysis of the influence of sociodemographics and school characteristics on students' risk of suspension. School Psychology Review, 42(1), 99-114.

Have questions? Want to provide feedback?

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1.7: Train staff on cultural awareness and implicit biases, focusing specifically on bias based on race, gender, and mental and physical ability

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Disproportionality exists in early childhood suspensions and expulsions by age, gender, race, and ability. Studies have found that providers/teachers are more likely to suspend or expel children who are Black, boys, and older (e.g., 4-year-olds). Studies of school-age children have also found that schools are more likely to suspend or expel lower income children and children with a disability.

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A word I heard often in this video was moral obligation, as a teacher you are morally obligated to be aware of how you are interacting with students. I agree that as a educator you are morally responsible to ensure that you are culturally competent to ensure the success of your students. If you want to make a difference in your students lives you need to really get to know them and their families so you can support them in the best way possible.

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Cultural Competence: What Does It Mean For Educators?

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Sexual Orientation Impacts Growth and Development

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Sexual Orientation Impacts Growth and Development

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Allowing an equal opportunity for students to feel confident and not ashamed of their sexual orientation, can allow students to not feel that anxiety and depression that can develop in children and adolescents when they are treated differently or bullied.

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Resolution on Gender and Sexual Orientation Diversity in Children and Adolescents in Schools

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Same-sex sexual and romantic attractions, feelings, and behaviors are normal and positive variations of human sexuality regardless of sexual orientation identity; and diverse gender expressions, regardless of gender identity, and diverse gender identities, beyond a binary classification, are normal and positive variations of the human experience.

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In order to allow children and adolescents to thrive in their environment supporting them, in a time when they are learning about themselves and finding their identity, is crucial to be accepting and understanding of every single student.

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How Does Culture Affect Social And Emotional Development? - Childhood Education Zone

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Assessing yourself and your curriculum to ensure that you are meeting that needs of all of your students and their diverse backgrounds is vital. Having a group that meets regularly to assess any surveys or feedback to ensure everyone is working together to create a school system that is valuing diversity.

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Allowing students to have an open conversation about their differences gives students the power to be more open and accepting to others. It allows them to understand why a peer may interact or respond the way that they do. To accept them as they are and give them patience and grace. It also allows students to learn how to improve their own interactions and be more accepting of their peers. I want to implement this same idea in my classroom, and have the conversations that will allow students to grow.

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Finding ways to widen your cultural knowledge to improve the environment of your classroom to ensure the growth and development for all of your students. As a teacher it is very important to learn the backgrounds of each of your students.

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Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online. Easily share your publications and get them in front of Issuu's millions of monthly readers.

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In my classroom my goals will be to really get to know the students and what their needs are. Even communicating with them regularly to see how they are doing and if they are having an negative interactions with their peers. I want to allow my students to feel comfortable and I think that can be achieved through communication and respect. Treating each student equally and allowing for mistakes and improvement because we are all human and are learning everyday how to become the best versions of ourselves.

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The Importance of Diversity & Multicultural Awareness in Education

Drexel University School of Education

Cultural diversity in the classroom is on the rise. In 2014, U.S. public schools hit a minority majority milestone with Latino, African-American, and Asian students having surpassed the number of white students. In 2044, the U.S. Census predicts that over half of the nation's population will be people of color, so this trend will likely continue.

In our increasingly diverse and multicultural society, it's more important than ever for teachers to incorporate culturally responsive instruction in the classroom -- whether teaching elementary school, middle school or high school students. And the increase of diversity doesn't only relate to race and ethnicity; it can include students of different religion, economic status, sexual orientation, gender identity, and language background.

Interested in becoming a teacher? Learn more about Drexel's Teacher Certification program.

Why is it Important to Encourage Diversity in Schools and Workplaces?

Fostering inclusion and awareness around multicultural education and taking a culturally responsive approach to teaching benefits all students. Not only does creating greater multicultural awareness and inclusion help students with different backgrounds and needs succeed, but it encourages acceptance and helps prepare students to thrive in an exponentially diverse world. Our Social, Emotional, and Behavioral Wellness Certificate Program is a great opportunity for teachers to learn how to create positive classroom environments and can serve as a foundation for understanding how to promote diversity in your classroom.

Diversity in and out of the classroom will continue to grow, so it's essential we prepare students to adapt to an evolving world and embrace those different from themselves. Learn more how the programs at the Drexel School of Education are helping to prepare more culturally-responsive educators today.

Types of Cultural Diversity in the Classroom

Every student is unique. In order to properly understand and promote cultural awareness, teachers need to understand all the different types of diversity they may encounter in their classrooms including:

Race

A person's skin color can have a great impact on their experience in society. It can also impact how they view themselves and others when engaging in classroom activities.

Ethnicity

Ethnicity relates to a person's culture and nationality. Ethnicity is sometimes confused with race, but it is important to recognize that while some people may have the same skin color, they may come from different places and have vastly different cultural beliefs and views of the world.

Religion

It is important to understand that people have different religious belief or no religious beliefs, and it may impact their participation in the classroom. Students may react differently to lessons based on their religion or may not be able to be present on certain religious holidays.

Language

While English is commonly used in American classrooms, for some students, it is not the language they speak at home. Accommodations should be made to help students for whom English is a second language.

Socioeconomic Status

A student's socioeconomic status can affect their ability to participate in the classroom without some type of accommodation. For instance, access to a computer at home or reliable internet access is not a given for some children. Teachers should be aware of this and the stress it may cause students who may struggle due to a lack of resources.

Sexual Orientation

A student's sexual orientation can have a great impact on how they are experiencing the world. Teachers should understand the struggles that exist and ensure that the lessons taught in their classroom are inclusive.

Gender Identity

Similar to sexual orientation, it is important to understand each student's gender identity and how they would prefer to be recognized. Teachers should respect their student's identity and use preferred pronouns when interacting with their students.

How can you Promote Diversity and Multiculturalism in the Classroom?

There are several ways teachers and administrators, such as principals and coaches, can ensure that both the classroom environment and curriculum are responsive to the increasing cultural diversity of our society. These strategies will encourage all students' cultural awareness, enhancing each student's sense of identity, and foster inclusion in the classroom community.

1. Get to Know Your Students Ensuring that cultural awareness is promoted in the classroom starts with the teacher understanding each individual student. Take the time to learn about each student's cultural background, hobbies, learning styles, and what makes them unique. Demonstrating a genuine interest in learning about each student and their culture will help establish trust and allow you to form a bond with them so they feel valued. If students feel appreciated by and comfortable with the teacher, there's a better chance they'll feel comfortable talking with and respect their peers in the class - and communication is the core to a culturally aware and inclusive classroom.

2. Maintain Consistent Communication Aside from getting to know your students, teachers should also continue to maintain ongoing communication throughout the semester or school year. Scheduling 1-on-1 meetings with students to "check in" every so often will allow you to consistently improve how accessible the classroom is to everyone. Students can talk about whether they felt included in the classroom culture. This can help identify issues or ways to improve the overall experience. It's also an opportunity to discuss their progress in the class and offer guidance on how they can improve, based on their individual needs as a student.

3. Acknowledge and Respect Every Student It's also important for students to celebrate and respect their own diverse backgrounds, as well as each other's. When appropriate, teachers should encourage students to research and learn about their own ethnic and cultural backgrounds. This allows them to better understand their own culture as well as the differences and nuances with their peers. As a bonus, this can be a great ice breaker assignment, allowing students to give presentations about their family traditions and culture to help expose the class to concepts outside of their own familiar comfort zone. Acknowledging these differences and creating a safe space for discussion helps promote understanding in the classroom and beyond. Also, as you encourage students to learn about their diverse backgrounds, remember to take the time to highlight what's offensive and the distinction between cultural celebration and appropriation. Learning how to talk about other cultures in a respectful, mature way is essential for success in life outside the classroom.

4. Practice Cultural Sensitivity While it's important to keep an open dialogue amongst students, it's equally as important to make sure you're being sensitive to everyone's culture, beliefs, and language concerns. Take the time to understand each student's cultural nuances - from learning styles to the language they use - and use these insights to design your lesson plans. For example, provide English language learners with appropriate and relevant resources that help them improve their English comprehension skills. Rather than teach with a traditional lecture style, create learning experiences that are more interactive and require collaboration. These considerations will help ensure that every student feels included, is given the space to learn in their own way and is given a chance to succeed.

5. Incorporate Diversity in the Lesson Plan The classroom environment is important for fostering cultural awareness, but you also should ensure diversity is represented in your actual lesson plan. For example, broaden history lessons so that they encompass the world beyond United States history and culture. Or, use references and analogies to other cultures in your lessons and assignments to help students with diverse backgrounds personally connect. Another great strategy is bringing in diverse speakers to add varying points of view and real-life context to different subjects.There are several ways you can ingrain cultural awareness and diversity into your lesson plan, and it will vary depending on the cultures represented in your classroom and the course you're teaching. Regardless of the subject, always try to present and connect lessons to real-world issues. It's easier to promote cultural awareness within your lessons when there's a real example for students to relate to.

6. Give Students Freedom and Flexibility Teachers often feel like they need to take on a strict, authoritative approach when it comes to managing their classroom. The most valuable lessons are often learned through a student's own experiences, so giving them some freedom in the course encourages more connection to the curriculum. Allow students to read and present their own materials that relate to the fundamental lesson so they can approach the topic from their own perspective. As a teacher, you can act as a facilitator and encourage conversation and healthy debate between diverse opinions. Group assignments are also a great way to expose students to diverse perspectives, allowing them to work together to explore and solve a problem. This will also help prepare them for a diverse workforce where they'll have to partner with a range of people to accomplish their professional goals.

Why is it Multicultural Education Important to Students?

It is important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term. Teaching diversity exposes students to various cultural and social groups, preparing students to become better citizens in their communities. These culturally responsive teaching strategies will help you to promote diversity in the classroom.

With these culturally responsive teaching strategies in mind, it's important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term.

Students Become More Empathetic

Promoting awareness and creating a personal connection with diverse cultures in the classroom can prevent students from developing prejudices later in life. It allows them to empathize with people different from themselves since they're more aware of the experiences someone of a different race or cultural group may face.

Students Gain a Better Understanding of Lessons and People

When working and learning with people from a variety of backgrounds and cultures present in the classroom, students gain a more comprehensive understanding of the subject matter. It also teaches students how to use their own strengths and points of view to contribute in a diverse working environment.

Students Become More Open-Minded

Naturally, by exposing students to a diverse range of opinions, thoughts, and cultural backgrounds, you're encouraging them to be more open-minded later in life. This will make them open to new ideas and be able to attain a greater comprehension on a topic by taking in different points of view.

Students Feel More Confident and Safe

Students who learn about different cultures during their education feel more comfortable and safe with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves as well as in their interactions with others.

Students Are Better Prepared for a Diverse Workplace

With the rise of globalization, it's more important to be able to work with people from different cultures and social groups. If students are exposed to diversity and learn cultural awareness in the classroom, it sets them up to flourish in the workforce.

Learn More About Cultural Diversity in Education

There are additional resources available to help educators grow their knowledge of cultural diversity and apply it to their classrooms. Here are a few sites where you can find more information:

Additionally, Drexel offers programs that can help broaden a teacher's expertise in multicultural education including our online Teaching English as a Second Language and Social Emotional and Behavioral Wellness certification programs. You can also contact us to request more information.

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The Importance of Multicultural Education - School of Education

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As classrooms become more diverse, it's crucial for students to learn about other cultures. Discover how students benefit from classroom diversity with Drexel.

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I really enjoy this resource as it helps find the best way to interact with your students when they are having a negative or hurtful interaction with another student. I will definitely use this now as a paraprofessional and in the future as a teacher to ensure I am creating a safe classroom for my students.

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I think being aware of your interactions with students is essential in being culturally competent. I know the interactions I have with students each day are different and you are continuously learning from those interactions. An interaction I had recently with a student that is always being disruptive or rude, I was conscious of the interaction and how I handled it. I communicated calmly and never made him feel like he was the issue. I addressed why he was asked to leave the classroom, and even when he ran away from me, I slowly followed and continued communicating. In those moments you are constantly watching your choice of words and how it will impact them.

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Whether or not a teacher "believes in" her students and expects them to succeed has been shown to affect how well that student does in school, particularly among disadvantaged students. But educators should be aware that those expectations can be influenced by their own implicit racial biases.

In a recent study that looked at interviews involving 16,000 U.S. teachers, Black and non-Black teachers were asked to predict their 10th-graders' future educational attainment. Would she graduate from high school? How about college? When asked about any specific Black student, White teachers were about 30 percent less likely than Black teachers to predict he or she would someday earn a college degree. For White students, the teachers' predictions, or expectations, were about the same.

"We cannot determine whether the black teachers are too optimistic, the non-black teachers are too pessimistic, or some combination of the two," wrote one of the study's authors, American University's Seth Gershenson, in an an August blog post. But, he noted, it is worrisome nonetheless, "as systematic biases in teachers' expectations for student success might contribute to persistent socio-demographic gaps in educational achievement and attainment."

The study also found that the racial mismatch of expectations was stronger for boys, and that the most optimistic group about Black male students was Black female teachers (even more so than Black male teachers.)

"These results are not meant to, nor should they, demonize or implicate teachers," wrote Gershenson. "Biases in expectations are generally unintentional and are an artifact of how humans categorize complex information." Hopefully, the authors suggest, the study's findings will lead to helpful discussions.

Although the U.S. public school system now has more non-White students than White students, White teachers still account for 84 percent of the teaching force.
What is Implicit Bias and Can it Be Fixed?
Implicit biases are defined by the Kirwin Institute as attitudes or stereotypes that are activated unconsciously and involuntarily. They are not the same as biases that a person might try to hide because they're unpopular or socially incorrect. Social scientists believe that implicit biases are learned as young as age 3, and may be fueled by stereotypes perpetrated in the media, or beliefs passed along by parents, peers, and other community members.

"Our belief here is that we all have implicit biases," said Maureen Costello, director of Teaching Tolerance, a project of the Southern Poverty Law Center working toward equity in schools. And it's not just teachers, she points out. Recent studies, prompted by police shootings in Ferguson and elsewhere, have looked at implicit biases among law enforcement officers and found that both White and Black officers often have implicit biases about Black community members.

The consequences for Black communities policed by biased officers has been tragic, but it can be equally consequential in schools, points out Becki Cohn-Vargas, the co-author of Identity Safe Classrooms: Places to Belong and Learn. "This is not about blaming or pointing fingers," she said, but it clear that the decisions made by teachers also do affect children's life trajectories. Unequal discipline, for example, may fuel the school-to-prison pipeline that has disproportionately affected students of color.

But what's important to know about implicit biases is that, once people are made aware of them, those biases can be successfully addressed. "We can mitigate them. We can interrupt them. You can train your mind to catch yourself," said Costello. "It's like breaking a habit, but the first thing you have to do is become aware of the habit."

Awareness is the first, foundational step. (To take an Implicit Assessment Test (IAT) online, visit Teaching Tolerance's Test Yourself webpage.) The second step, suggests Costello, is developing a sense of reflectiveness. Ask yourself, "Is the way I'm approaching this student affecting outcomes?" And consider the data available in your classroom: Who do you call on, and how often? (Do you need to switch to a randomized technique, like pulling popsicle sticks?) How do you seat students, or group them? Are you treating everybody the same when it comes to homework, or are you giving a break to the kid you think has a bad home life or little chance of getting to college?

Researchers also suggest it's helpful to "refute" and "counter" the negative stereotypes that fuel biases, said Cohn-Vargas. That means recognizing these stereotypes really aren't true, and opposing them with ideas that are: for example, it's not true that all Black boys are loud and disruptive; it is true that students who talk a lot often are enthusiastic.

Cohn-Vargas suggests it's also important for educators to recognize their students as people who are individuals.

Much of this kind of work is done by culturally competent NEA members, trained by NEA trainers, through NEA's National Diversity Training Program. Additional resources to help NEA members work with students who may not look like them are available online, including NEA's Diversity Toolkit and Teaching Tolerance's "Culture in the Classroom" project.

"I'm actually encouraged by some of the things happening in positive psychology," said Costello. "If you end every day by journaling or writing down three things that were great in your class, and give yourself a little time for mindfulness and meditation, you can help retrain your mind to see the positive rather than the negative."
Photo: Associated Press

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When Implicit Bias Shapes Teacher Expectations | NEA

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"It's like breaking a habit, but the first thing you have to do is become aware of the habit," says expert.

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Understanding culture and what it really means and represents gives people a better perspective on how to better understand it and be more accepting of others. Especially in the classroom, and as a teacher because culture is not something you just memorize and know, it is something that is changing and evolving. To better connect with your students you need to get to know them personally, and asking questions is a great way to better understand who they are as individuals.

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The Impact of Implicit Bias on Students and Teachers

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The Impact of Implicit Bias on Students and Teachers

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I know it can be hard to communicate with students that may have a negative reaction to you. I work with a student that asked me if I wanted to fight him and I politely replied with "No, thank you." I am always watching how I speak to him as I know he already has low confidence in himself and the personal issues he struggles with. A hypothetical negative interaction with him would be making him feel like he won't be successful or that he is a bad student for how he acts towards his peers. To me this student may need more support than others because of how he is acting out and possibly just looking for that reassurance that he may not get at home.

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What Is Implicit Bias, And How Might It Affect Teachers And Students? (Part II - Solutions)

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This is the second in a series of three posts about implicit bias. Here are the first and third parts.

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Being Aware of the Impact you have on your Students

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Being Aware of the Impact you have on your Students

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In Special Education they have found that a majority of expulsions or suspensions were due to implicit bias. Knowing this as I work with Special Education students means I need to be aware of my impact on these students. I know in previous interactions if a student uses profanity towards me or says something disrespectful I would walk away and let them cool off before attempting to interact again. I have seen teachers that would have the same interaction with them and immediately dismiss them to the office. I often wonder if they do this because they do not want to deal with the student and that is the best way for them to handle it. I don't always agree and I do speak up on the days that the student is having positive interactions and mention that to the student so that they know they are being productive and helpful in the classroom as I feel it is important for them to hear that.

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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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Students Impacted by Difference in Discipline Compared to Other Students

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Students Impacted by Difference in Discipline Compared to Other Students

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Discipling one student differently than another will only lead to a negative impact to their confidence in themselves and their school work. Leading to a loss in interest in school and their grades lowering or even failing. The importance of making sure you discipline each student the same is very important. They notice these differences and it does affect them negatively. Also treating students that are different races will lead to your students not trusting or respecting you.

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Implicit Bias Plays a Role in our Relationships with Families and their Children

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Implicit Bias Plays a Role in our Relationships with Families and their Children

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I work with diverse background of students and I know if I were to treat any of those students differently it would impact the relationship I have with not just them but their family as well. I know as a mother if Quinn was treated differently and she told me, my perspective of that teacher would change. I would also start to worry about her education or if she was comfortable and safe in the classroom. So I know other parents would feel the same way if their children came home and told them that they were being treated differently because of their race, family status, sexual orientation or culture.