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Implicit biases are the unconscious attitudes or stereotypes that influence our thoughts, actions, and decisions without our awareness. Cultural competence, on the other hand, is the ability to understand, respect, and effectively interact with people from diverse cultures.

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Implicit bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. Among the key attributes of implicit biases are the following:

Implicit or Unconscious: Activated unconsciously and involuntarily, without being explicitly controlled

Bias: This bias may skew toward either a favorable or an unfavorable assessment

Pervasiveness: Implicit attitudes and stereotypes are robust and pervasive

Regardless of whether implicit associations are positive or negative in nature, everyone is susceptible to implicit biases, including children.* Learn more about implicit bias by exploring the following resources.

*"State of the Science: Implicit Bias Review 2013," The Kirwan Institute

Advocates & Allies for Equity

To help create a more equitable environment and advance the professional interests of women faculty and staff and other underrepresented groups in your unit/department, The Women's Place invites you to participate in the Ohio State Advocates & Allies for Equity initiative. This program is designed to bring men further into the gender equity equation by building a cross-campus network of male Allies who share an understanding of the effects of implicit bias and systematic privilege and to introduce specific practical actions to help men better support women at the university.

To engage your department/unit and help change the culture at Ohio State, contact The Women's Place regarding the simple process of scheduling an Ally facilitation.

Host a Gender By Us™ Conversation

Gender By Us™ is a conversation tool created by The Women's Fund of Central Ohio to spark change. It is designed to convene conversations, challenging underlying gender social norms in a safe space that encourages transparent dialogue and generates change.

To check out a toolkit and host a small group conversation geared towards highlighting societal gender norms and how they show up in our personal lives and communities, contact womensplace@osu.edu.

Feminism and Gender Kit

The Student Life Multicultural Center (MCC) offers a Gender Kit and Community Kits that faculty, staff, and students can use to facilitate development relating to issues of diversity and social justice. With fun, flexible, and adaptable tools, the kits allow people to facilitate a deeper awareness of diversity and social justice issues within their communities to create healthier, more inclusive environments.

**Some of the following Kirwan resources are temporarily unavailable until end of September 2023**

Kirwan Institute Implicit Bias Resources

State of the Science Implicit Bias Review

The Kirwan Institute's implicit bias team is engaged throughout the year, compiling research and leading workshops and presentations in states and communities across the country as the desire for help understanding this important body of research continues to grow. Each year since 2013, Kirwan publishes the State of the Science Implicit Bias Review, which explores the newest developments in the field of implicit bias research and discourse. The review helps guide people in all professions in thinking about the real world implications of the research.

Download the State of the Science: Implicit Bias Review.

Implicit Bias Module Series

The Kirwan Institute offers the nation's first free and publicly available online implicit bias module series tailored specifically toward K-12 educators. These modules include a series of videos, activities, and resources that are uniquely tailored to the experience of those who work in a K-12 education setting or closely-related field. However, much of the content in Modules 1, 3, and 4 are generalizable enough to apply to most audiences.

Access the implicit bias module series.

More Kirwan Resources

Take the Implicit Association Test (IAT)

The Implicit Association Test (IAT) created by Project Implicit is a key assessment tool for learning about one's own biases by measuring attitudes and beliefs that people may be unwilling or unable to report. Take Project Implicit's online Implicit Association Tests to get a sense of your unconscious biases. After you click the link, find the US flag and click "GO!" to continue as a Guest or choose one of the two options on the right (if you choose to login, you will not have the option to choose which test you take). Then read the Preliminary Information and click "I wish to proceed."

OHR Workshop

Build foundational knowledge and skills to understand, identify and address implicit bias in the workplace at the Transforming Workplace Culture: Identifying and Addressing Implicit Bias workshop. This 2-hour, in-person workshop includes interactive activities and discussion to learn about the science behind implicit bias, how minds work and how to make small changes to align good intentions and behavior. Register in BuckeyeLearn for this workshop.

Confronting Prejudice: How to Protect Yourself and Help Others

Pepperdine University's online Master of Psychology program created this resource to educate readers on the prevalence of prejudice and implicit bias in society, including information about what marginalized groups are most likely to be harmed by prejudice. The resource features information about how one can be an ally and an advocate for change, as well as how people experiencing discrimination can build resilience against these types of behaviors. Access Confronting Prejudice.

Bias Assessment and Response Team (BART) Website

BART is a resource for anyone (staff, students and faculty) who needs to report an incident of bias or wants to explore and better understand issues, like bias and discrimination, and how to effectively respond. The BART website is a central, online clearinghouse for you to report an incident. It includes many links to campus and community resources, to better equip you with getting help after a bias incident.

Actions You Can Take to Reduce Implicit Bias

Raise awareness of implicit bias; take IAT tests and encourage others to take them as well
Awareness of implicit bias is a crucial starting point that may prompt individuals to seek out and implement further strategies. In our experience, most people find that becoming aware of their implicit biases helps them avoid those biases in decision making. (We mentioned IAT tests a number of times in this report, but they're so helpful and accessible, it bears repeating.)

Seek to identify and consciously acknowledge real group and individual differences
Cultivate greater awareness of and sensitivity to group and individual differences. Attend and offer training seminars, events, and opportunities to share information that acknowledge and promote an appreciation of group differences and multi-cultural viewpoints.

Routinely check thought processes and decisions for possible bias: Practice mindfulness
Actively engage in more thoughtful, deliberative information processing and be mindful of your decision-making processes. Mindfulness training helps facilitate these efforts. When sufficient effort is exerted to limit the effects of implicit biases on judgment, attempts to consciously control implicit bias can be successful.

Increase exposure to minority group members and counter-stereotypes
Distribute stories and pictures widely that portray stereotype-busting images: posters, newsletters, annual reports, speaker series, and podcasts are examples of media you can use to distribute this message. Increased contact with counter-stereotypes-specifically, increased exposure to underrepresented group members that contradict the social stereotype-can help individuals "unlearn" the associations that underlie implicit bias.

Reduce exposure to stereotypes
Identify and discard or change environmental cues such as images and language in any signage, pamphlets, brochures, instructional manuals, background music, or any other verbal or visual communications that trigger stereotype activation and implicit bias.

Take a first-person perspective of a member of a stereotyped group
Perspective taking increases psychological closeness to "other" groups, which ameliorates automatic group-based evaluations.

Practice individuation: Obtain and help others obtain specific information about people as individuals rather than as group members
Help prevent stereotypic inferences by encouraging people to evaluate members of a group based on individual, rather than group-based, attributes. Regularly remind yourself and others that majority group members aren't characterized by the actions of a few, unlike minority group members.

For the sources of these and other ideas, see:

Activities to Reduce Implicit Bias

You can use the following "get to know you" activities in your office/unit to help reduce implicit bias. The activities incorporate these actions from the list above: identifying and consciously acknowledging real group and individual differences; increasing exposure to minority group members and counter-stereotypes; and practicing individuation.

Start staff meetings with a check-in question that each attendee answers. Check-in usually starts with a volunteer and proceeds around the group. If an individual is not ready to speak, the turn is passed and another opportunity is offered after others have spoken. Not only does this help attendees be truly present and participate in the meeting, it's an effective tool to continuously learn more about others on your team.
Here are some examples of questions you can ask:

What's one new and interesting thing you've been thinking about lately?

What's one thing that brings you energy and joy?

What's one thing that you're really proud of that you'd like to share with the group?

What is one interest of yours that others in this group might not know about?

What aspect of your job brings you the most satisfaction?

What do you like best about _____ (weekends, vacation, the current season, etc.)?

Ask participants to bring an item related to their heritage and share its significance. You can change the instructions to be an item from their childhood or something they cherish, etc.

Spread out a collection of photos and ask participants to choose a photo that reveals information about them, such as a photo that depicts an aspect of their personality, and have them explain why they chose the particular photo.

Below are examples of ice breaker questions you can use at staff "get to know you" brown bag lunches. (Learn more about how the College of Engineering hosts these lunches in the 2014-2015 Status Report on Women at Ohio State):

What three people (dead or alive) would you invite to your dinner party?

For Valentine's day, what would be your perfect day off? (Doesn't have to be with a partner)

What's the best book you've read lately?

What's the best part of your job?

What would you do career-wise if you weren't in your current job?

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Implicit bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. Among the key attributes of implicit biases are the following:

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This video talks about the implicit bias against students of color and how the culture develops competency.

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Implicit Bias Against Students of Color in Schools, and Developing Cultural Competency | BK Live

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This article provides an insight on why teachers and staff should be trained on awareness of culture. It explains that every student is a person and has the right to learn just like any other student.

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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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This article explains what educators should know when teaching a diverse classroom. Children have feelings and can sense when they are treated differently.

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ERIC - EJ1086492 - Understanding Implicit Bias: What Educators Should Know, American Educator, 2016

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The desire to ensure the best for children is precisely why educators should become aware of the concept of implicit bias: the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. Operating outside of our conscious awareness, implicit biases are pervasive, and they can challenge even the most well-intentioned and egalitarian-minded individuals, resulting in actions and outcomes that do not necessarily align with explicit intentions. This article aims to shed light on the dynamics of implicit bias with an eye toward educators. After introducing the concept and the science undergirding implicit bias, the author focuses on the implications for educators and suggests ways they can mitigate its effects.

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This article provides examples of implicit biases and cultural competence in elementary education.

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I've interned in an elementary school classroom and it was a very diverse classroom, which I enjoyed because I got an up close and personal view of how each child learns which are completely different paces and it doesn't include race, gender, etc. It gave me a different impression on the teacher world and it made me realize that I could do this without disrespecting cultures.

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This article dives deep in the statistics of socioeconomic status of families and children from their health to their education.

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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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This article explains the importance of multicultural education, meaning each child could have a different culture and each teacher has to familiarize with it, including teaching other children about different cultures. This gives comfort to children so they feel the safety as well.

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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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3 Factors that Influence Child Development

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How to develop culture competence, Framework...

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How to develop culture competence, Framework...

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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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What is the framework for developing cultural competence?

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What is the framework for 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 the ability to adapt to the community's cultural needs because it fosters a holistic approach to understanding and effectively interacting with individuals from diverse backgrounds, allowing for equitable and respectful interactions across different cultures.

Key points about each element:

Valuing diversity:

This is the foundation of cultural competence, recognizing and appreciating the unique perspectives, experiences, and beliefs that different cultures bring to a situation.

Conducting ongoing self-assessments:

Regularly evaluating one's own biases, assumptions, and knowledge about different cultures is crucial for identifying areas of improvement and ensuring cultural sensitivity.

Managing differences:

Knowing how to navigate cultural differences constructively, including actively listening, respecting boundaries, and finding common ground.

Willingness to develop cultural knowledge:

Continuously learning about different cultures, traditions, and customs is essential for effective communication and cultural adaptation.

Ability to adapt to the community's cultural needs:

Flexibility and responsiveness to the specific needs and preferences of the community are vital for building trust and providing culturally appropriate services.

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What does developing cultural competence mean for Educators?

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What does developing cultural competence mean for Educators?

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This video provides the insights from different educators and what cultural competence means to them. Each educator interviewed had the same thought but explained it in a different but better way.

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Cultural Competence: What Does It Mean For Educators?

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In my future classroom, I will implement a framework of cultural competence by intentionally valuing and incorporating the diverse backgrounds of all students into the learning environment. I will engage in ongoing self-assessment to reflect on my practices and address any biases that may impact student engagement or achievement. I will manage cultural differences with sensitivity and professionalism, fostering an inclusive atmosphere where all perspectives are respected. I am committed to continually expanding my cultural knowledge to better understand and support my students. Additionally, I will adapt my instructional strategies to meet the cultural and educational needs of the community, ensuring equitable opportunities for all learners.

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Implicit Bias against African-American Boys in Preschool

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Implicit Bias against African-American Boys in Preschool

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In the early ages, how you treat a child especially a student, they remember it and it can affect them long term, emotionally, mentally, and academically.

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If anyone ever doubted that black children are not treated equally in the classroom, the research released this year surely proved them wrong. In June, studies stated that black students are nearly four times as likely to be suspended as white students, and nearly twice as likely to be expelled. In September, we heard that black preschoolers are 3.6 times more likely to receive one or more out-of-school suspensions.

And a few days ago, new research from the Yale Child Study Center finally pointed to clues as to why these disparities may exist: implicit bias.

Implicit biases take the form of subtle, sometimes subconscious stereotypes held by white teachers, which had been shown to result in lower expectations and rates of gifted program referrals for black students. Yale's study revealed these biases are directed at much younger children than previously thought, and are present in black and white teachers' behaviors.

Footage from the video shown to educators. Photograph: Yale

Researchers led by Yale professor Walter Gilliam showed 135 educators videos of children in a classroom setting. Each video had a black boy and girl, and a white boy and girl. The teachers were told the following:

We are interested in learning about how teachers detect challenging behavior in the classroom. Sometimes this involves seeing behavior before it becomes problematic. The video segments you are about to view are of preschoolers engaging in various activities. Some clips may or may not contain challenging behaviors. Your job is to press the enter key on the external keypad every time you see a behavior that could become a potential challenge.

While the teachers were asked to detect "challenging behavior", no such behavior existed in any of the videos. Yet when asked which children required the most attention, 42% of the teachers identified the black boy.

The participants' conscious appraisal of whom they believed required the most attention closely mirrored the independent results of an eye-tracking technology used by the research team, which noted that preschool teachers "show a tendency to more closely observe black students, and especially boys, when challenging behaviors are expected".

Allison R Brown, executive director of the Communities for Just Schools Fund, an organisation which seeks to combat the " school-to-prison pipeline ", found the report heartbreaking but not surprising.

"Black bodies are policed in the streets and in the classroom ... [Research] demonstrates that black boys are viewed as four and five years older than they are. Research demonstrates that racial disparities in school discipline exist in the most subjective of categories - "willful defiance", "insubordination", "disrespect". Those racial disparities decrease significantly for the most objective of categories: possession of alcohol on campus, possession of drugs with intent to distribute, possession of a loaded weapon.

Brown worries that the study supports what headlines suggest to her: black people are seen as less than human, less deserving of dignity and respect.

Staff tend to observe more closely black boys when challenging behaviors are expected

Yale Child Study Center

The study's findings suggested an underpinning of Brown's anxiety, but found that it wasn't limited to black people. Researchers noted that when teachers were also given information about the disruptive child's home life and family stressors, teachers only reacted more empathetically if the teacher and student were of the same race. Otherwise, teachers rated the students more severely. The report suspects this is because teachers felt powerless to improve the student's situation.

"These findings suggest that teachers need support in understanding family struggles as they may relate to child behaviors, especially when the teacher and child are of different races," Gilliam, the lead researcher, said.

The good news is that teachers are open and willing to do the work. Gilliam pointed out that when he gave study participants the opportunity to withdraw their data from the study, only one subject chose to do so.

To solve this dilemma, Gilliam recommends anti-bias training programs, and suggests consulting the work done by Dr Howard Stevenson of the University of Pennsylvania on racial literacy and racial climate in schools.

Lauren Owen, a white teacher and recent graduate of Harvard Graduate School of Education who wrote a compelling essay on the need for empathy in teaching, says that "race is a category (though a socially constructed one) that we can see, and thereby also in some ways easier to identify with. I think it's tough to get past visual indicators of sameness or different-ness because they are reinforced too frequently, and so it's easier to empathize when we have similar experiences with someone who looks the same as us."

Gilliam offers reasons to be hopeful. He reminds us that educators, who are paid very little, pursue teaching because they love young children. To the parents of black children, he offers this advice: "Don't wait until you are worried about whether biases may impact the relationship between your child and his or her teachers. Be proactive. Get to know your child's teachers, director and staff. In all of my years of studying this issue, I've never seen a case where a child was expelled or suspended from a childcare or preschool setting when the parents and teachers knew and liked each other. Not once."

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Teachers' implicit bias against black students starts in preschool, study finds

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Findings reveal subconscious racial bias of teachers, who directed attention more closely to black boys when 'challenging behavior' is expected

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Relationships with Children and Families in Education

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Relationships with Children and Families in Education

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Bias Isn't Just A Police Problem, It's A Preschool Problem | Let's Talk | NPR

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When children get treated like this, they lose all interest in education and feel unsafe, supported.

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The Kirwan Institute for the Study of Race and Ethnicity

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I believe that once one teacher does something wrong, students and families don't trust other teachers 100% because of one incident. Families are suppose to trust educators with their children for 6-8 hours a day and millions of teachers have ruined that for some parents. The perception of teachers have changed because teachers weren't educated their selves on implicit bias, but I THINK it should be common sense.

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Disciplinary Actions: A teacher might be more likely to interpret a student's behavior as disruptive or challenging if they belong to a group stereotyped as "troublemakers". This could lead to disproportionate disciplinary actions, such as suspension or detention, for students from these groups.

Classroom Attention and Engagement: A teacher might unintentionally spend less time interacting with, providing individualized support to, or calling on students from underrepresented groups. This could manifest as less eye contact, shorter responses to their questions, or a reluctance to invite them to participate in discussions.

These scenarios highlight how implicit biases can lead to unfair or discriminatory practices in education, even when teachers have good intentions and are unaware of their own biases. This affects their decision-making by excluding certain children because of what they think that may NOT be true.