Implicit bias takes place outside of one’s conscious. Forms of
implicit bias relevant to race include the tendency to like or dislike members
of a racial group and implicit stereotypes which are the association of a group
with a particular trait. Implicit
attitudes and stereotypes can be automatically activated in one’s mind leading
to implicit bias, or prejudicial behaviors or judgments. Therefore, people can
exhibit implicit bias even when they do not consciously endorse the underlying
attitude or stereotype.
Educators’ implicit racial biases are of particular concern due to their potential consequences for students. Teachers’ negative implicit attitudes toward different racial groups can influence their demeanor and warmth when interacting with students and families from those groups. These signals are often detectable and can communicate a lack of interest or confidence in students. The result is inhibiting the development of relationships conducive to effective student learning. Teachers with implicit biases are liable to provide biased evaluations of students’ academic performance or potential. These bias can negatively impact Black students through self-fulfilling prophecies or by triggering stereotype threat. Students are generally good at perceiving teachers’ expectations and students can recognize when people hold stereotypes. This may not only impede performance in the short term but also can diminish learning in the long term, either through stress or not relating to school, and rejection of teacher feedback.
Educators’ implicit biases may also contribute to the well-documented racial disparities in school discipline outcomes by affecting the way in which educators interpret students’ behaviors or the severity of the punishments they deliver. Evidence suggests that Black students are often disciplined for more subjective infractions, such as “disrespectful behavior” or acting “disruptively,” whereas White students are often disciplined for more objective infractions, such as smoking or vandalism. Educators with stronger implicit biases may be more likely to interpret Black students’ behaviors as threatening and hence dispense discipline, which can negatively affect student learning and other life outcomes. The positive news for our district is that graduation rates are up and that Black students’ are graduating at a higher rate than other subgroups.
Educators’ implicit racial biases are of particular concern due to their potential consequences for students. Teachers’ negative implicit attitudes toward different racial groups can influence their demeanor and warmth when interacting with students and families from those groups. These signals are often detectable and can communicate a lack of interest or confidence in students. The result is inhibiting the development of relationships conducive to effective student learning. Teachers with implicit biases are liable to provide biased evaluations of students’ academic performance or potential. These bias can negatively impact Black students through self-fulfilling prophecies or by triggering stereotype threat. Students are generally good at perceiving teachers’ expectations and students can recognize when people hold stereotypes. This may not only impede performance in the short term but also can diminish learning in the long term, either through stress or not relating to school, and rejection of teacher feedback.
Educators’ implicit biases may also contribute to the well-documented racial disparities in school discipline outcomes by affecting the way in which educators interpret students’ behaviors or the severity of the punishments they deliver. Evidence suggests that Black students are often disciplined for more subjective infractions, such as “disrespectful behavior” or acting “disruptively,” whereas White students are often disciplined for more objective infractions, such as smoking or vandalism. Educators with stronger implicit biases may be more likely to interpret Black students’ behaviors as threatening and hence dispense discipline, which can negatively affect student learning and other life outcomes. The positive news for our district is that graduation rates are up and that Black students’ are graduating at a higher rate than other subgroups.