The session is about exposing and helping you to neutralize passive, unintended discriminatory practice.
Discriminatory practice should not be seen as the act of individuals who are hostile to a group, or would like to do harm.
-introduce vocabulary
-actions for neutralizing bias
-create a group action plan
A sub-goal of mine is to help you rid yourself of the container myth: There are not two types of personalities…racist and nonracist. What I’m asking you to do is to remove the villain from the story in order for all of us to focus on meaningful social change.
Neutralizing bias in your classroom practice: futures conference
1. neutralizing bias
in your classroom
practice
Charles L. Gordon
Do you have a web enabled phone? – please go to pollEV.com/gord
2. Agenda
1. introductory vocabulary
2. mechanism neutralizing bias
3. create a group action plan
remove the villain from the narrative
false dichotomy – racist vs.. nonracist
unhelpful in bring about meaningful social change
3. Cultural Knowledge
Treat students fairly
Regardless of Cultural Knowledge
Computer simulation
Correll, Park, Judd, and Wittenbrink
Faster at deciding to Shoot
African American vs. European American
Engage cultural knowledge for quick decision
4. Cultural Knowledge
Personal Evaluation vs. Implicit Normative Evaluation
Cultural knowledge (depicted & treated)
Quick decisions
Canadian Shooter Bias Studies
“people with more positive explicit attitudes toward
African Canadians tended to show the stronger
shooter bias”
16. Queen – Another one bites…
Forward:
Another one bites the dust.
Another one bites the dust.
Another one bites the dust.
Another one bites the dust.
22. Definition
Bias
Discrimination
Cognitive Bias
Attribution error
Channel factor
following a rule of thumb (stereotype) to make a decision
Attribution Error
inferences about a person’s character based on their behavior
character is not the sole
determining factor
incentives
constraints
pressures
expectations
23. Attribution error
How much you eat
packaging / presentation, and pricing
and not by simply a lack of will power
Flu shot
depends on external factors: location and hours
not simply my awareness of the benefits of inoculation
28. Neutralizing Bias
mechanism for neutralizing bias
1. Normative clarity
2. Micro-affirmations
Don’t focus on why you can’t
But how you can
29. Clarity
salient
unambiguous
normative
clarity
in the working personality of a teacher
don’t be blind to color
don’t smear over differences
Don’t ignore the issues
make race, gender, sexual orientation a conspicuous element
of your classroom
30. Studies - salient
studies on criminal trials
racial difference between
defendant & victim
Not salient
Made salient
Conviction Rate
Black
White
defendant
defendant
90%
70%
69%
66%
Implicit normative evaluation
Cultural knowledge
31. Studies - ambiguity
studies on helping behavior
of White bystanders and
Black victims
normative clarity discouraged racial bias
bystander perceived the victim’s plight as undeserved or
another party signaled that it was not appropriate to
withhold assistance
32. Clarity
normative clarity
in the working personality of a teacher
there should be a clear articulation of right and wrong behavior
action:
make race, gender and sexual orientation conspicuous
clearly define appropriate behavior
33. People’s Evaluation -
Signaling
Other people’s evaluation will affect my normative evaluation
and behavior
If I hear and see a crowd laughing at a racist joke, will I be
more likely to discriminate?
Racist joke targeting people from
the Middle East
Laughter
Higher negatives
No laughter
Normative
evaluation
Discriminatory of Experimental Social Psychology 48(2012) pg 694-706
Allocated less
Journal
Not all automatic associations are created equal…..
behavior
money to the MSA
38. Tips
Think critically about your beliefs and expectations concerning
people (students) you have difficulty dealing with.
Personal bias that can cause us to disrespect others don’t go
away because someone says its wrong
THERE ARE TATICS FOR NEUTRALIZING BIAS
Be aware of hidden bias that FILTERS what you observe
Neutralize by asking
What would I expect to see if my
belief and expectation were false?
Be aware that we may cause people to act out our beliefs
39. Action Plan
how will you integrate the ideas mentioned
in your working personality
Reflect and share
on your own
Work with
someone else
The session is about exposing and helping you to neutralize passive, unintended discriminatory practice.Discriminatory practice should not be seen as the act of individuals who are hostile to a group, or would like to do harm.-introduce vocabulary-actions for neutralizing bias-create a group action planA sub-goal of mine is to help you rid yourself of the container myth: There are not two types of personalities…racist and nonracist.What I’m asking you to do is to remove the villain from the story in order for all of us to focus on meaningful social change.Move away from the dichotomy –racist personality vs. nonracist personalityRepeated negative experience with a members of a particular groupExplicit normative evaluations reflect conscious consideration of what the group feels about the object of evaluation and this conscious reflection may bear little resemblance to how the object is depicted and treated, which we argue forms the basis of implicit normative evaluations. For example, when people consciously consider normativeevaluations of older people, they are likely to weigh heavily the behavior of people they know well, but such deliberations are likely to systematically bias their understanding of the way older peopleare treated in general by society.
In contrast, implicit normative evaluations that do not require thislevel of information processing are likely to be influenced by culturaldepictions and treatments of the elderly as they are portrayed in themedia and enacted by a much broader array of people.We have suggested that implicit normative evaluations form fromexposure to how groups are depicted and treated in society.Position yourself to treat all students fairly regardless of society’s evaluation of them.In a computer simulation, Correll, Park, Judd, and Wittenbrink,(2002) have found that individuals are faster at deciding to “shoot” anAfrican American versus a European American target with a gun andslower to decide not to “shoot” an unarmed African American versusa European American target.
Individuals may use cultural knowledge when making other quick decisionsas well, such as whether to “shoot” or not “shoot” an African Canadiantarget. In a computer simulation, Correll, Park, Judd, and Wittenbrink,(2002) have found that individuals are faster at deciding to “shoot” anAfrican American versus a European American target with a gun andslower to decide not to “shoot” an unarmed African American versusa European American target.we found that log transformedlength of time spent in Canada predicted implicit normativeideological beliefs, such that the longer Asian Canadians havespent in Canada the more negative were their implicit normativeThat is, exposure to how social groups, in this case theelderly, are depicted and treated can influence the implicit acquisitionof this normative information for Asian-Canadian immigrants withoutaffecting their implicit personal ideological beliefs. Thus, these data provideconverging evidence with Study 1 that implicit normative evaluationsare not redundant with implicit attitudes and explicit normativeevaluations.In North American media, AfricanCanadians are often depicted in the context of physical fights or shootings,reinforcing dangerous or violent images of African Canadians. In addition,people may observe how other people are cautious aroundAfrican Canadians or subtly avoid them(Chen & Bargh, 1999). Therefore,implicit normative evaluations toward African Canadians may reflect societalviews of African Canadians being more dangerous or violent thanthey really are.These implicit attitudes toward African Canadians may not be consistentwith implicit normative evaluations. Even if one has pleasant interactions withAfrican Canadians and has positive implicit attitudes towardthem, by living in North American society individuals are exposed to numerousmedia depictions that link African Canadians with shootings.These negative media depictions may shape both individuals' implicitnormative evaluations of African Canadians and their performance onthe shooter bias. In other words, to the extent that people have negativeimplicit normative evaluations toward African Canadians, these associations mayaffect their split second decision of whether an African Canadiantarget possesses a gun or not. Based on this reasoning, wehypothesized that the shooter bias would be related to implicit normativeevaluations but not implicit attitudes.
By discriminatory, I mean passive, unintended actions, words, that limit a student’s ability to perform, or saps their enthusiasm for learning.The three most volatile forms of discrimination revolve around race, gender, and sexual orientation.In our contemporary context discrimination is not blatant, or hostile, but more subtle.lowered academic expectationssex roles (boys lead, girls follow)ethnic group stereotypingdifferential discipline measuresYet, in terms of performance kids learn early that high and low achievers are treated differently.Rhona Weinstein, in her book Reaching Higher: The power of expectations in schooling, makes the case that children have a strong understanding and perception of the patterns of teacher interactions with different students. Five separate studies of 1st graders to 5th in urban elementary schools that reflect ethnically and socioeconomically diverse populations found that in children’s eyes, high and low achievers are treated quite differently in the classroom by their teachers. (more frequent endorsement to more frequent negative feedback)She developed a questionnaire (Teacher Treatment Inventory) to measure indirectly undesirable behavior on the part of their teachers.
Bias is the process of using a heuristic or rule of thumb that leads to suboptimal choices.Bias is like old-fashion wall paper, can hard to remove.
Backmasking is a recording technique in which a sound or message is recorded backward on to a track that is meant to be played forward.
Backmasking is a recording technique in which a sound or message is recorded backward on to a track that is meant to be played forward.
The truth is you were listening to random noise and I primed you to hear words from the phonetic reversal of the original song.
Bias is the process of using a heuristic or rule of thumb that leads to suboptimal choices.Bias is like old-fashion wall paper, can hard to remove.Attribution error is a significant bias in western cultures. It involves make inferences about a person’s character based on their behavior. It assumes that behavior is stable across different situations. We fail to take into account the environment of external factors such as incentives, constraints, pressures and expectations.
Bias is the process of using a heuristic or rule of thumb that leads to suboptimal choices.Attribution error is a significant bias in western cultures. It involves make inferences about a person’s character based on their behavior. It assumes that behavior is stable across different situations. We fail to take into account the environment of external factors such as incentives, constraints, pressures and expectations.
Channel factors include things like:incentivesconstraintspressuresexpectationsStudies on seminary studies….who, because of being under pressure to make an appointment, stepped over victims
The first mechanism for neutralizing bias is normative clarity. This sounds counter intuitive. However, social psychological research shows that making racial issues salient rather than obscuring them can actually reduce racial bias. Acknowledge the elephant in the room…Salient – make prominentunambiguous – identify bad behavior in order to prevent our biased attitudes and expectations to take controlDon’t be afraid to talk about white priviledgeIs black history month irrelevant – no if used to bring about normative clarity and shift the focus of depiction and treatment (shift cultural attitudes)
Many studies have been done exploring criminal trials involving racial difference between defendants and victim.Because we live in a society where racist norms are not acceptable, people are motivated not to appear racist. However, we are aware of the negative stereotypes about Blacks. Or you have had dealings with students.The table presents the outcomes of mock trials. The facts are the same for “not salient” and “made salient”. With the top row there is no mention of race-related issues in the opening remarks or summary of the trail lawyer. Jurors tended to judge Black defendants more harshly, view evidence against Black defendants as stronger.In the second row, racial issues are explicitly mentioned. The numbers suggest when trail lawyers draw attention to the defendants race or present evidence of racial tension in their opening and closing summaries this situational factor channels white jurors towards acting upon their egalitarian values.Bucolo, D. O., & Cohn, E. S. (2010). Playing the race card: Making race salient in defence opening and closing statements. Legal & Criminological Psychology, 15(2), 293-303. doi:10.1348/135532508X400824Cohn, E., Bucolo, D., Pride, M., & Sommers, S. (2009). Reducing White Juror Bias: The Role of Race Salience and Racial Attitudes 1. Journal Of Applied Social Psychology, 39(8), 1953-1973.
Many studies have been done exploring the helping behavior of White bystanders responding to the misfortunes of Black and White victims under various conditions. How does nonracial justification affect spontaneous decision making?When researchers introduced factors that could serve as a rational for not helping, subjects discriminated against Black victims.Channel factors that contribute to ambiguity include: social pressure (other people present not helping), or diffusion of responsibilityLee, A. K., & Craig-Henderson, K. M. (2005). INTERETHNIC AGGRESSION AND WILLINGNESS TO HELP: JUDGMENTS OF BLACK AND WHITE VICTIMS AND PERPETRATORS. Social Behavior & Personality: An International Journal, 33(5), 513-522.Frey, D. L., & Gaertner, S. L. (1986). Helping and the avoidance of inappropriate interracial behavior: A strategy that perpetuates a nonprejudiced self-image. Journal Of Personality And Social Psychology, 50(6), 1083-1090. doi:10.1037/0022-3514.50.6.1083
Making race, sex, sexual orientation conspicuous leads us to be mindful of our egalitarian valuesHow might you implement the action statement?if it is not conspicuous, we don’t guard against bias. A great deal of research shows that attitudes can become automatic.Normative ambiguity, a situational factor, has the power to channel discriminatory behavior
Normative clarity in action:Study looking at normative evaluation (using societies depiction and treatment to make a decision) and its affect on behavior.Two groups…both groups watched a video in which a comedian makes a racist joke about people from the Middle East. Participants viewed videos of 3 white stand-up comedians each made one joke…one of the comedians made a racist joke – laughter condition participants heard the audience laughing and cheering, in the no laughter condition the audiences response was removed. Participants were asked, aftter a series of other tasks, to respond to an anonymous ballot from the Federation of students---they were asked to vote on budget cuts to various student organizations. One organization was the Muslim Student Association.
The first mechanism for neutralizing bias is normative clarity. This sounds counter intuitive. However, social psychological research shows that making racial issues salient rather than obscuring them can actually reduce racial bias. Acknowledge the elephant in the room…Salient – make prominentunambiguous – identify bad behavior in order to prevent our biased attitudes and expectations to take controlDon’t be afraid to talk about white priviledgeIs black history month irrelevant – no if used to bring about normative clarity and shift the focus of depiction and treatment (shift cultural attitudes)