Yes, it is important for teachers to be self-aware and willing to consider their implicit biases. Why should teachers seek to become aware of different cultures and diverse learners? Let's accept the premise that one purpose of culturally responsive pedagogy is to motivate and stimulate learning. Given that, how can we argue with proponents of the Funds of Knowledge theory, who suggest cultural relevance and responsiveness is founded on the student’s culture, community, and family? Such aspects of students’ worldview are referred to as assets (Moll, González, & Amanti, 2009; Roe, 2019).
The
extent to which teachers learn about students’ assets is termed Funds of
Knowledge. To increase students’ sense that they are a part of the classroom
community, it is recommended that teachers learn about students’ families,
community, and culture. Therefore, the student's Funds of Identify contributes
to the teacher's Funds of
Knowledge that can be utilized through a mindset
of intentionality, care, optimism, respect, and trust (ICORT) to optimize
an institution's people, places, policies, programs, and processes (5Ps) to
create a climate that results in sustained academic success leading to the
fullest development of human potential (Purkey & Novak, 2016; Anderson,
2020).
However,
stereotyping
adversely impacts the education of diverse learners. Stereotyping, biases, and lower teacher
expectancies resulting from a lack of diverse cultural awareness negatively
affects the educational experience of culturally diverse students. Stereotyping can also manifest in biased
curriculum materials and teaching practices. This can result in an education
that is less relevant or inclusive for diverse learners, hindering their
ability to connect with the material. Let’s further explore how this can be
exhibited in the classroom:
Teacher Expectancies
Effect often lead educators to have lower expectations for certain groups
of students based on their race, ethnicity, gender, or other characteristics.
When teachers expect less from diverse learners, they may plan for and provide
less challenging assignments. This
reduces opportunities for growth, which can limit the potential of culturally
diverse learners.
Self-Fulfilling
Prophecies result from culturally diverse learners constantly being exposed to negative
stereotypes, biases, or lower expectations.
These students may internalize the teachers’ exhibited beliefs and begin
to believe that they are less capable. This can become a self-fulfilling
prophecy, as the students start to perform poorly academically or behaviorally
based on low expectations projected upon them.
Diverse
learners who feel stereotyped or marginalized in the classroom may disengage
from learning. They may feel like they don't belong or that their
contributions are not valued. This often
leads to a lack of interest and motivation to excel academically.
Stereotyping can
result in unequal treatment. Students who are perceived as fitting into a
particular stereotype may receive less attention, fewer resources, and fewer
opportunities for enrichment or support. This can lead to disparities in
educational outcomes. We should always seek to pursue excellence and equity
(Childress, 2009)
Constant
exposure
to stereotypes can have a detrimental impact on the mental health and
well-being of diverse learners. They may experience anxiety, depression, or
feelings of inferiority. Any of these can
hinder their ability to focus on learning. Furthermore, stereotypes can affect
how peers interact with diverse learners. This can lead to social isolation and
bullying, creating a hostile or unwelcoming environment that hinders their
ability to focus on learning.
Stereotyping
can influence diverse learners' career aspirations and choices. When not
encouraged or supported in pursuing certain fields or professions, diverse
learners may limit their options and miss out on fulfilling their potential.
This limits career aspirations. Thus, stereotyping
can contribute
to the underrepresentation of diverse learners in advanced classes,
extracurricular activities, and leadership roles. This lack of representation
can further reinforce stereotypes. Crucially, it limits the opportunities for students
victimized by implicit biases and stereotyping.
The
adverse effects of stereotyping can have long-term consequences on diverse
learners' educational attainment and future socioeconomic opportunities. Lower
academic achievement and reduced self-confidence can limit their prospects in
higher education and the job market. To
mitigate the adverse impacts of stereotyping on the education of diverse
learners, it is crucial for educators, schools, and policymakers to promote
inclusive and culturally responsive teaching practices, foster a supportive and
equitable learning environment, and challenge stereotypes and biases whenever
they arise. Additionally, raising awareness and providing training on the
importance of diversity and inclusion can help create a more equitable
educational system for all students.
As educators, we need to promote equity in access. In this endeavor, it is important to honestly
explore potential barriers and our biases. Therefore, you are invited to access,
explore, and participate in the free Harvard Implicit Association Test(s) .
Thank you again for this opportunity to teach and learn.
To Cite:
Anderson, C.J. (September 30, 2023) Teachers
need to be self-aware and willing to consider
their
implicit biases. [Web log
post] Retrieved from http://www.ucan-cja.blogspot.com/
Additional References:
Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.
Childress, S. M. (2009). Six Lessons for
Pursuing Excellence and Equity at Scale. Phi Delta Kappan, 91(3),
13-18.
Moll, L., González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices in households, communities, and classroom: Routledge
Neitzel,
J. Research to practice: understanding the role of implicit bias in early
childhood
disciplinary practices. Retrieved
from Journal
of Early Childhood Teacher Education 2018, VOL. 39, NO. 3, 232–242
Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2nd Ed) International Alliance for Invitational Education. Retrieved from: BOOKS | IAIE (invitationaleducation.org)
Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge. Journal of Invitational Theory and Practice, v25 p5-13
Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267-301
