Teachers Need to be Self-Aware and Willing to Consider Their Implicit Biases

 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. (2^nd 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