examining implicit bias in culturally responsive classrooms · dr. reza for santa monica college...

Examining Implicit Bias

In

Culturally Responsive Classrooms

facilitated by,

Dr. Jacquelyn Valerie Reza

Director Professional Development De Anza College – Emeritus

Consultant

Dr. Reza for Santa Monica College Aug 7, 2017 1

Developing a Common Language Key Concepts

Reviewing the following concepts will help familiarize your audience with an effective

language in which to frame inclusive ideas and interventions. The concepts are ordered so

that each one builds from the prior one, providing necessary context to understand why it

is important that higher education be diversified and how to make it a reality.

Unexamined Bias: A form of stereotyping that is often unintentional, automatic, and

outside our awareness. Often contradictory to our conscious beliefs. Also called subtle or

implicit bias. Framing it specifically as “unexamined” puts onus for change on the person

who harbors or acts on bias, holding them accountable.

Diversity: When we talk about diversity, often we are talking about social identities,

groups to which we belong that are meaningful to us and give us a source of identity.

Often our social identity can make us appear different from others. Diversity goals are

intended to make difference acceptable and to reverse patterns of discrimination which

result in underrepresentation in academia.

Inclusion: Valuing differences in social identities and cultural backgrounds. Working

towards not only acceptance of these differences but celebration of them as well. In

inclusive environments, faculty, chairs and deans are accountable for diversity and for

actively fostering welcoming climates.

Equality: refers to quantity, whereas equity refers to quality. Equity is not about fairness

or the idea of sameness. Rather, it is much more complex, requiring more critical analysis

and systems change in an effort to meet each person where they are in an effort to support

the uniqueness that they bring to an institution. Adapted from “Plan to Lead: A guide to parent

leadership and advocacy training for educational equity,” by Bay Area Plan (2010)

Underrepresented groups: People from groups who have historically been denied

access or faced steep barriers to accessing higher education in the US, including women

of all ethnicities, men of color, and people with disabilities.

Meritocracy: An ideology that there is a level playing field in the US and people can

advance as far as their hard-work and abilities allow. Ignores long-standing

discriminatory practices against women, people of color and people with disabilities in

the United States.

Privilege: Systemic form of advantage for those who have it. Because it is invisible, it is

taboo to even name or identify it, and therefore much more difficult to challenge. We are

all both afforded and denied privilege based on our various group memberships.

Micro-aggressions: Everyday acts of exclusion against underrepresented groups that

attempt to denigrate their capabilities. Micro-aggressions include: interruptions,

translations, misidentifications (called the wrong name or have one’s name repeatedly


mispronounced), exclusion (when one is ignored and left out of networks) and

marginalization (one’s contributions are ignored or discounted).

Educational Equity Advocacy: The process which educators and educational support

professionals develop personal knowledge and awareness of deeply held biases before

collecting, analyzing information, forming opinions, as well as recommending, insisting,

or demanding that those with legal, moral and ethical responsibility to serve students do

so in full accordance with our basic human and civil rights. Adapted from “Plan to Lead: A

guide to parent leadership and advocacy training for educational equity,” by Bay Area Plan (2010)

Ally: Someone who advocates for underrepresented group members but does not share

their social identity. Offers micro-support that counters the micro-aggressions listed

above by:

Providing others with full attention

Acknowledging others’ contributions

Recognizing strengths

Respectfully asking questions for clarification

Holding others accountable when seeing micro-aggressions taking place

Breaking the silence around these micro-inequities and developing personal and

group strategies to deal with them when they arise.

Change agent: A prime mover in an organization who bucks the status quo, risking

criticism to create change in an organization. A change agent learns to speak differently

(not necessarily argue well) and frames issues of diversity in a refreshing way.

Accountability: Organizations leaders who make accountability central to their diversity

efforts have more effective results than those that do not (Kavil et al. 2006). Incorporate

the concept of accountability throughout the process to stress its critical role in diversity

efforts.

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Common Shortcuts that lead to or reinforce Bias

(Adapted from Joann Moody, Rising Above Cognitive Errors: Guidelines to Improve

Faculty Searches, Evaluations and Decision-Making 2010.)

Short cuts can lead to biased assessments in evaluation if we are not motivated to avoid

them and skilled in doing so. These shortcuts can lead to erroneous conclusions that

underrepresented candidates are unqualified or a bad fit. They operate to impose extra

taxes on women and members of underrepresented groups and bestow advantages to

members of dominant groups.

All of the following occur in the film and are listed in order of the most common, easily

recognizable shortcuts.

Cloning –Replicating oneself by hiring someone with similar attributes or background.

Also refers to undervaluing a candidate’s research because it is not familiar, as well as

expecting candidates to resemble someone whom the search committee is replacing.

Cloning limits the scope and breadth of approaches and perspectives in research, teaching

and service.

Snap Judgments – Making judgments about the candidate with insufficient evidence.

Dismissing a candidate for minor reasons or labeling a candidate “the best” and ignoring

positive attributes of the other candidates. Having a covert agenda furthered by stressing

something trivial or focusing on a few negatives rather than the overall qualifications.

Often occurs when the hiring process feels rushed.

Good Fit/Bad Fit – While it may be about whether the person can meet the

programmatic needs for the position, it often is about how comfortable and culturally at

ease one feels.

Negative Stereotypes –Characterized by presumptions of incompetence. The work of

women and underrepresented minorities is scrutinized much more than majority faculty,

at all stages of academic career.

Positive Stereotypes – Dominant group members are automatically presumed to be

competent. Such a member receives the benefit of the doubt, negative attributes are

glossed over and success is assumed. Also called the “original affirmative action”

because dominant group members are automatically presumed qualified and thereby

given an unearned advantage.

Elitist Behavior (also called “Raising-the-Bar”) – Increasing qualifications for women

and minority candidates because their competency doesn’t strike committee members as

trustworthy. Downgrading the qualifications of women and minorities, based on accent,

dress, and demeanor. In short, uneven expectations based on a candidate’s social identity.

Wishful Thinking – Insisting racism, sexism, and other forms of prejudice no longer

exist.


http://www.diversityoncampus.com/id2.html

http://www.diversityoncampus.com/id2.html

Euphemized Bias:

Visionary: Members of dominant groups are evaluated based on their potential

whereas underrepresented groups are judged on their accomplishments and their

track record only. For example: “He has vision” or “She lacks vision.”

Star: Used when the speaker is an infatuated fan of the candidate under

consideration. When you hear it, ask the speaker to explain their use of the term

and support it with evidence. For example: “She’s not a star” or “It’s clear he’s a

rock star.”

Committed, single-minded focus or hard-worker: These terms could be cloaking a

bias against care-givers, those faculty members who cannot depend on what

Williams (2000) calls a “flow of family work” which allows ideal workers to log

long hours in the office while still having their material needs met.

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Directed — students have a goal and know how to achieve it

Focused — students stay on track, keeping their eyes on the prize

Nurtured — students feel somebody wants and helps them to succeed

Engaged — students actively participate in class and extracurriculars

Connected — students feel like they are part of the college community

Valued — students’ skills, talents, abilities and experiences are recognized; they have opportunities to contribute on campus and feel their contributions are appreciated

Six Success Factors that Support Student Achievement Research on community college support indicates that students are more likely to achieve their goals when “six success factors” are present.

What do 900 California community college students think about these success factors? For more information, visit www.rpgroup.org/projects/student-support

Conducted by the RP Group | Supported by The Kresge Foundation

theRPgroupthe Research & Planning Group for California Community Colleges

Student Support (Re)defined

Equitable Integrated

Cost Effective


http://www.rpgroup.org/projects/student-support



Cost Effective

The RP GRouP is conducTinG sTudenT suPPoRT (Re)defined wiTh fundinG fRom The KResGe foundaTion (2011 – 2014)

- CONTINUED

Six Success Factors Defined Through a review of leading studies on effective support practices and interviews with both practitioners and researchers, the RP Group identified “six success factors” that contribute to students’ achievement. We list them below in order of importance according to the students participating in the Student Support (Re)defined study.

DirecteD: Students have a goal and know how to achieve it

FocuseD: Students stay on track—keeping their eyes on the prize

NurtureD: Students feel somebody wants and helps them to succeed

eNgageD: Students actively participate in class and extracurricular activities

coNNecteD: Students feel like they are part of the college community

ValueD: Students’ skills, talents, abilities and experiences are recognized; they have opportunities to contribute on campus and feel their contributions are appreciated

10 Ways Faculty Can Support Students’ Success:Helping Students Achieve the “Six Success Factors”

What can faculty do to help students experience the “six success factors”—focused, directed, nurtured, engaged, connected and valued—during their community college enrollment? (See sidebar, Six Success Factors Defined) Find below 10 suggestions the RP Group gleaned from nearly 900 California community college learners participating in our Student Support (Re)defined study.

1 Ask students about their educational and career goals (directed)

By asking students why they are in college and what their major is, you let them know you expect them to have a reason for enrolling in postsecondary education.

2 Integrate career and educational goal exploration into course assignments (directed, focused, engaged)

Students indicated that their teachers could play a unique role in helping them explore careers given the professional experience and content-specific expertise many instructors bring to their courses. Rooting this exploration in the classroom can help students draw connections between their educational and career goals and coursework, and in turn, find greater relevance in course content.

3 Provide regular and meaningful feedback to students about their performance and progress (focused, engaged)

Students want to know where they stand in their individual classes and whether they are on the right track in meeting their goals. This type of feedback can foster motivation as well as allow students to “course correct” by connecting with additional resources if needed to improve their performance.

We would work with each other so we would get to know other people in our class, and then we’d get to work on the same problems together. That would make us more engaged and we can learn from each other [as well as] the professor.

— Focus Group Participant


for more information . . . find more information and all project resources at: www.rpgroup.org/projects/student-support or contact dr. darla cooper, director of Research and evaluation, [email protected].

4 Regularly ask students if they understand the course material and direct them to available assistance when needed (nurtured, engaged)

students want faculty to care if they are learning. while it is not possible to provide private instruction to every student in need, help by identifying and referring struggling students to campus resources like tutoring centers for assistance.

5 Learn your students’ names and ask them how they are doing (nurtured, connected)

Knowing every student’s name can be a challenge, especially in large classes, yet there are techniques such as name tags or plates that can prove useful. Recognizing someone by name is a small gesture that can go a long way in making a student feel like an important and valuable participant in your course. for students who approach you, learn their name, ask them how they are doing, and wait for the answer.

6 Create opportunities for students to provide feedback on their experience in your course throughout the term (engaged, valued)

Students said that being asked for their feedback in both formal and informal ways made them want to engage more in their classes because they felt like their input and experience mattered. in addition, being asked for their opinion helped students feel they had something worth offering that could help improve the course, which made them feel valued.

7 Show students that you are proud to work at your institution and that they should be proud to be enrolled at your community college (connected)

some students don’t see their community college as a place of pride. when asked why, participants referenced an absence of strong organizational identity among faculty and staff at their institutions. other students indicated that there was no value in establishing ties with what they perceived to be “just a two-year

college,” reporting plans to make these connections upon transferring to a university. illustrating with students your own sense of connection to your institution and sharing why you choose to work in a community college environment can invoke a greater sense of place and pride in students.

8 Provide opportunities for and encourage students to connect with and support each other (connected, nurtured, engaged)

students are a critical and often untapped resource of support for one another. help students connect with each other by creating study groups, assigning project work, instituting a buddy system and facilitating peer mentoring opportunities.

9 Incorporate opportunities for students to share their personal and family history and culture in class assignments (valued, engaged)

many students in the study, especially african-american, Latino and first-generation participants, indicated that they appreciated being provided with opportunities to share their backgrounds and experiences in ways that showed their perspectives and contributions were valued.

0 Connect or provide students with opportunities to help their peers (valued, engaged)

Students felt most valued when they were helping other students. create opportunities inside the classroom through group and other assignments where students assist each other. Guide students in identifying opportunities outside the classroom where they can volunteer or work in the local community or on campus.

I like having conversations with my teachers. . . . [I’d like] if I’m having a hard day or something where I could open up [to] them and share my feelings . . . and it not just be about, “Oh sorry, I didn’t complete the homework.” . . . That’s definitely something I think is very beneficial to have, [to] talk with them and know that they genuinely care about you.

— Focus Group Participant




Cost Effective

The RP GRouP is conducTinG sTudenT suPPoRT (Re)defined wiTh fundinG fRom The KResGe foundaTion (2011-2014)

Six Success Factors Defined As part of Student Support (Re)defined, the RP Group reviewed leading studies on effective support practices and interviewed both practitioners and researchers to identify “six success factors” that contribute to students’ achievement. We list them below in order of importance according to those participating in our research.

DirecteD: Students have a goal and know how to achieve it

FocuSeD: Students stay on track—keeping their eyes on the prize

NurtureD: Students feel somebody wants and helps them to succeed

eNgageD: Students actively participate in class and extracurricular activities

coNNecteD: Students feel like they are part of the college community

ValueD: Students’ skills, talents, abilities and experiences are recognized; they have opportunities to contribute on campus and feel their contributions are appreciated

10 Ways Everyone Can Help Support Student Successstudents participating in student support (Re)defined tell us that everyone on a college campus can play a role in their success. as illustrated below, colleges can sometimes organize support differently from how our learners experience it (see Figure 1. Support from the Student’s Perspective). Yet, no matter what your job title may be or where you may sit in your organization, students say you can help them reach their goals. Based on suggestions from nearly 900 study participants, find below 10 ways everyone at your college can help students experience the “six success factors”—focused, directed, nurtured, engaged, connected and valued (see sidebar, Six Success Factors Defined).

What we see... What the student experiences…

the teacher who believes in me

the dean who helped me get into Math 1A

the counselor who helped me with my ed plan

the man in the cafeteria who asks how i’m doing

the students I study with

the patient tutor

the nice woman in financial aid

student

Student Services Instruction

Special Populations Programs

fiGuRe 1. suPPoRT fRom The sTudenT’s PeRsPecTive

1 Ask students why they are in college (directed, focused, nurtured)

students in the study indicated that when someone inquired about why they were attending college and/or suggested a possible educational pathway, it motivated them to identify a goal. By expressing interest, we set the expectation that students need to have goals and that someone at the college cares about their progress. ask students about their major or what courses they find most interesting.

2 Help students navigate their way through the different offices, programs and services at the college (connected, directed, engaged)

colleges are complex organizations with many different policies, practices and people that can overwhelm students. study participants highlighted the impact of having people on their campuses who helped them physically navigate their institutions. Get to know your college from the students’ perspective so you are in a better position to guide them toward different offices, individuals, activities and supports on campus.


3 Connect students with services or resources that can help them with career exploration, goal selection and ongoing academic assistance (directed, engaged, connected)

Participants in our study indicated that students are often unaware that help is available, or they simply do not know how or where to ask assistance. Learn about the resources and supports on your own campus. Raise students’ awareness about career exploration opportunities (e.g., career center, clubs). Talk to students about your own profession and career path. encourage learners to meet with a counselor and establish an education plan. urge students to take advantage of academic supports such as tutoring and learning centers.

4 Have high expectations for students and hold them accountable (focused, nurtured)

students in the study indicated that they want to be challenged and held to a high standard. They specifically shared that having someone on campus to whom they are accountable motivates them to succeed. make sure students know you are aware of their potential and expect them to work diligently toward the goals they have set for themselves.

5 Ask students for feedback about their experience, including what works, what needs improvement and what’s missing (engaged, valued)

study participants frequently referenced how providing feedback reinforced their sense of belonging and value to their college. Look for opportunities beyond the usual surveys colleges conduct to ask students in both formal and informal ways about their experience and to get their input on what does and does not work well on campus. consider offering feedback loops at the course, program and institutional levels.

6 Encourage participation in out-of-class activities (engaged)

many students in our study did not see the benefit of joining extracurriculars or have the time for traditional activities (e.g., student government). we can help students see how certain out-of-class activities can support their in-class learning. for those students who can fit associations or clubs into their lives, encourage them to get involved. for others, consider broadening their definition of extracurriculars beyond traditional activities to include more informal and off-campus opportunities.

7 Help students build peer support networks (connected, valued)

students are a critical and untapped resource of support for one another and participants in this research cited many ways they can help their peers reach their goals. help learners connect with each other by introducing those with similar interests or goals. encourage students to form study groups outside of class or engage in peer mentoring. suggest clubs they might join or direct. Let students know about spaces on campus where they can meet.

8 Show students that you are proud to work at your institution and that they should proud to be enrolled at your community college (connected)

some students do not see their community college as a place of pride. one reason cited by participants was an absence of strong organizational identity among faculty and staff at their institutions. demonstrating to students your own sense of connection to your institution and sharing why you choose to work in a community college environment can invoke a greater sense of place and pride in students.

9 Recognize the value of students’ talents, abilities, skills and experiences and connect them with opportunities to contribute (valued)

students indicated they felt most valued when helping other students. Guide students in identifying opportunities to lead and/or assist in class, on campus or in the community. connect students with on- and off-campus jobs, internships and volunteer activities.

0 Communicate and demonstrate to students that you care about their success (nurtured, valued)

study participants spoke about the small but significant gestures that helped them feel more supported on their campus. Learning the names of the students you regularly encounter and asking how they are doing can go a long way to making them feel that they matter. moreover, we often do things as part of our job that we believe are good for students, but we do not always tell students why we do what we do and how our work supports them. share your own name and let students know how your work contributes to their success.

for more information…find more information on student support (Re)defined and all project resources at: www.rpgroup.org/projects/student-support Dr. Reza for Santa Monica College Aug 7, 2017 16

www.rpgroup.org/projects/student-support

examining implicit bias in culturally responsive classrooms · dr. reza for santa monica college...

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