Implicit bias among teachers is a significant contributor to the disproportionate out of school suspension rates in american schools

Running head: IMPLICIT BIAS AMONG TEACHERS 1
Implicit Bias among Teachers is a Significant Contributor to the Disproportionate out of School
Suspension Rates in American Schools
Dissertation Proposal
Submitted to:
Graduate Faculty of the School of………..
In Partial Fulfillment of the Degree of…….
By
Name:
Month, Year

IMPLICIT BIAS AMONG TEACHERS 2
Table of Contents
Chapter One: Introduction ..................................................................................................................4
1.1: Background Information...........................................................................................................4
1.2: Statement of the Problem.........................................................................................................7
1.3: Purpose of the Study................................................................................................................7
1.4: Research Objectives .................................................................................................................7
1.4.1: General Objective ..............................................................................................................7
1.4.2: Specific Objectives .............................................................................................................8
1.5: Research Questions..................................................................................................................8
1.6: Significance of the Study...........................................................................................................8
1.7: Scope of the Study....................................................................................................................9
1.8: Limitations of the Study............................................................................................................9
1.9: Assumptions of the Study .........................................................................................................9
Chapter Two: Literature Review ........................................................................................................10
2.1: Introduction...........................................................................................................................10
2.1.0: Theoretical Framework........................................................................................................10
2.1.1: Implicit Theories ..............................................................................................................10
2.1.2: Connectionist theories .....................................................................................................12
2.1.3: Dual process theory of implicit bias...................................................................................12
2.2: Themes..................................................................................................................................13
2.2.1: Racism.............................................................................................................................14
2.2.2: Cultural Background.........................................................................................................16
2.2.3: Schools Transition............................................................................................................17
2.2.4: Gender............................................................................................................................19
2.2.5 Substance Abuse...............................................................................................................21
2.2.6: Lifestyle...........................................................................................................................23
2.2.7: Favoritism........................................................................................................................26
2.2.8: Entertainment.................................................................................................................29
2.3: Suspension incidences associated with implicit bias .................................................................32
2.4: The effects of implicit bias ......................................................................................................36
2.5: Possible solutions to the incidences of implicit bias..................................................................39

References.......................................................................................................................................42

Chapter One: Introduction
1.1: Background Information
Teachers play an essential role within the school environs and beyond. One thing for sure
is that teachers are well known for the role they play in the provision of skills and education to
the children that they care for. Besides that, teachers have other functions they fulfill with the
example of providing students with mentorship, creating a serene learning environment while
also acting as the role models. It is important to highlight that when it comes to teaching, it is not
confined to meeting the requirements of the developed lesson plans. Teachers often spend a lot
of time with the students and are as such more of their third parents. For some of the children
lacking strong family foundations, they end up looking for love and affection that they are
lacking from their teachers. The world is evolving and so is the role that the teachers have to
play. In the modern world, the role of teachers is completely different from the traditional setup.
As such, there has been the need to work closely with the other stakeholders in a bid to promote
education.
When talking about implicit bias, it has been a common phenomenon among the
members of the teaching profession. However, there is the need to get a deeper understanding of
implicit bias so as to get a clearer insight into its occurrence in a school scenario. Brownstein and
Saul, (2016) as stated by Saul (2013) defined implicit bias as the form of unconscious bias that
interferes with the perception, evaluation, and mode of interaction with people from the groups
of people that are the base of the bias. For the implicit bias, there are often unconscious cues
influencing the judgment, actions and even the perceptions that people may have towards others.
However, Brownstein and Saul (2016) highlighted that there is adequate proof that the implicit

bias is not as unconscious as people may be driven into believing. Characteristically, the authors
observed that there is a form of ambiguity surrounding the use of the term implicit bias where
there are cases where there is the use of the term as a reference to the biased decisions or even
judgments made by people. There are other instances where there has been an expansive use of
the term implicit bias. Brownstein and Saul (2016) cited Tamar Gendler (2011) whose work on
epistemological implications of implicit bias outlined the aspects of categorization among races,
the threat of stereotypes and cognition depletion that people often experience when they have an
interaction with people from other racial groups. As such, for implicit bias can help in pointing
out social cognitions such as unconscious activation and even stereotypes applications
(Brownstein & Saul 2016).
Implicit bias in schools is predominantly on aspects such as racial affiliation. However,
there are other factors that could be the driving force behind this form of bias. Crews (2016)
highlighted that the implicit bias has infiltrated schools to a great extent such that the response of
teachers and administrators towards cases of misbehavior is racially-based particularly
concerning one’s skin color with the aftermath being the creation of a blanket conclusion that
biases the black youths. The author further noted that in the United States, there has been a
notion branding the brown and black youths as being violent and dealing with an inferiority
relating to their moral and intellectual aspects. Crews (2016) highlighted that there has been a
created narrative of the black and brown youths as exhibiting high levels of aggression and
efforts of reinforcing schools end up excluding these youths and increasing the rates of
disproportionate suspension from the American schools. Macklem (n.d.) observed that for the
racial-ethnic minority groups, their punishment is more severe when they exhibit undesirable

behaviors compared to their counterparts from the majority groups. There were efforts to
decipher the suspension rates in 26,000 American schools on the base of gender, race and even
disability. The findings were that the suspension rate for the African American and Latino
students doubled between the years 1973 and 2010. Implicit bias played a role due to the racial
group of the culprits.
Li (2016) classified implicit bias as associated with obesity bias. Obesity bias refers to
the negative thoughts that people may have about the overweight or obese individuals as a result
of their stigmatization. Falling still under the same definition, the author termed implicit bias as
the negative behaviors and thoughts that people may have against the obese individuals and
whose expression is beyond one’s consciousness. The obesity bias could be in various forms
such as the name-calling, gossips, and even unwarranted mocking. In schools, obesity bias is
more experienced in the physical education. The prevalence of the former in the latter is as a
result of a student’s body size, level of education and even display of physical abilities.
Irrespective of the form of bias, one thing that stands out is that for the individual that has to
stomach the same, they often go through the emotional turmoil that may interfere with their
ability to express themselves and even interact with others. The aftermath is not felt by the
individual alone but also in the society at large.
Levinson and Smith (2012) observed that implicit bias inflicts irreparable harm to the
society due to it causing oppression while also disfranchising some segments of the society
through machinery that is not only invisible but also institutional. In evidenced cases of implicit
bias, the law should take its course as a means of deterring an occurrence of the same scenario.
Levinson and Smith (2012) stressed the need for a response from the tort law. In the case where

there is an implicit bias warranting a tort claim, there should be the advancement of the
egalitarian policy through the tort rule that not only exposes the implicit bias but also highlights
it as wrongdoing. The tort remedies in the cases of implicit bias could put a stop to the behaviors
amounting to such bias through the rational actor assumption and even the expressive norm-
regulating function of the law (Levinson & Smith 2012).
1.2: Statement of the Problem
Implicit bias among teachers is an underlying issue that should not be ignored. It amounts
to students being racially biased along other factors such as ethnic group, obesity, and even
disability. The aftermath is that they end up being wrongly judged and in other cases branded as
being violent due to the held perception of high aggression. As a means of reinforcing behavior
in schools, they end up being suspended. Some students end up suffering despite them being
innocent. In such unfair cases of suspensions, not only does the student suffer but also the society
in its entirety. One thing that stands out is that the rate of suspensions from the American schools
is relatively higher among the minority groups. Implicit bias has a hand in the disproportionate
suspensions in these schools. Despite there being genuine cases deserving suspensions, not all
cases deserve such a punishment.
1.3: Purpose of the Study
The study aims at proving implicit bias as a factor contributing to the disproportionate
rates of school suspension in America.
1.4: ResearchObjectives
1.4.1: General Objective

The general objective of the study is to prove that implicit bias among teachers is a driving force
behind the disproportionate out of school suspension rates in the American schools.
1.4.2: Specific Objectives
1. To determine the factors causing implicit bias among teachers.
2. To determine the disproportionate out school suspension rates in America.
3. To determine the effects implicit bias has on schools and the society at large.
4. To determine the available measures taken to resolve the implicit bias among teachers.
1.5: ResearchQuestions
1. What are the factors causing implicit bias among teachers?
2. What are the disproportionate rates of suspension in the American schools?
3. What are the effects of implicit bias on schools and society at large?
4. What are the available measures taken to resolve the implicit bias among teachers?
1.6: Significance of the Study
Today’s youths are tomorrow’s future. Any unfair treatment as a result of implicit bias
not only affects the involved individual but also the society at large. Through the study, there
shall be the determination of the causal factors behind the thrive of the implicit bias among
schools. The study shall also delve into the disproportionate rates of suspension in the American
schools. The other thing is that through the study, there shall be the unveiling of the effects of the
implicit bias in schools. Relatively, the study shall unearth available measures to eliminate
implicit bias. In case there are no avenues for resolving the menace, the study shall offer
suggestions.

1.7: Scope of the Study
The study will be conducted to unearth the relationship between the implicit bias and the
disproportionate suspension rates in the American schools. A survey of schools shall be
conducted in a selected state in America.
1.8: Limitations of the Study
One of the limitations that the study is bound to experience is the collection of objective
response. Being that the topic of the study is a contentious issue; the other challenge would be
getting participants to take part in the survey. The third limitation would be the availability of
adequate resources to undertake the study to completion.
1.9: Assumptions of the Study
1) The participants will offer the responses freely and without bias hence maintaining the
objectivity of the study.
2) The respondents will dully fill and return the questionnaires in time.
3) The participants will not influence each other’s responses.
4) There would be adequate time to collect data

Chapter Two: Literature Review
2.1: Introduction
In this chapter, there shall be the review of the theoretical aspect of the field under study.
There shall be the focus on the past study on the topic under research from not only a global but
also an American perspective. There shall also be the addressing of the objectives of the study
while also evaluating the theoretical aspect of the topic under research.
2.1.0: Theoretical Framework
2.1.1: Implicit Theories
In their text, Devine and Plant (2012) sought to explore how the implicit theories are the
starting point of the prejudice and even an interruption of people in intergroup relate irrespective
of their low susceptibility to prejudice. In their work, there was also the review of the implicit
theories on people’s and groups’ malleability and fixedness that shall form the base in the
understanding of how intergroup relate. Devine and Plant (2012) defined the implicit theories as
being the beliefs that people hold pertaining to the behaviors and attributes of human beings. One
thing that stands out is that people are often different concerning the beliefs that they hold on the
human characteristics. Despite most people agreeing on the basic principles forming the
foundation of the physical world such as gravity, there is a great variation in people’s beliefs on
the principles of the social world concerning subjects such as the attributes of people and the
world (Devine & Plant 2012).
According to Devine and Plant (2012), as cited by Dweck (1999), the implicit theories
narrow down to the belief that people have the ability to change, grow and even develop. On the

other hand, the author voiced that the entity theories share in the belief that the human
characteristics are fixed in nature. On the other hand, the incremental theorists believe that there
could be a change and development in the human characteristics. However, as Devine and Plant
(2012) stressed, there is the need to highlight that for the incremental theory, it does not bear the
implication that everyone begins with a similar talent or even potential, or even that everyone is
predisposed to unlimited potential. Characteristically, the implicit theories do not share in the
belief of the characteristics being stable, or even their spontaneous variation and non-variation
over the passage of time. Instead, the implicit theories hold the beliefs that people can be able to
control or even change their attributes as long as they are motivated, and have the right
opportunities and instructions in place. For those with the entity and incremental theory, there
could be the tendency to believe that there are those who start off with more talent compared to
the others and that as they age, there could be deterioration in their aptitude.
In exploring the general effects of the implicit theories, Devine and Plant (2012) strived
to portray how these theories are attributed to shaping the motivations, perceptions, and
behaviors outside the vicinity of the intergroup relations. It stands out that the entity and
incremental theories are essential to the understanding of the behaviors of human beings because
the people’s theories influence various aspects of psychology. Through the study of the implicit
theories, there is a deeper understanding of the perceptions and even reasoning that people have
towards each other especially concerning their inference on traits and even labeling of
individuals (Devine & Plant 2012).
Rattan (2011) stated that the implicit theories; beliefs one holds about the abilities of
others to change, play a crucial in how people respond o incidence of explicit bias. The author

hypothesized that the implicit theories of personality are essential in the motivation that people
have in dealing with prejudice head-on. People could hold an incremental theory believing that
people can experience growth or even change or even the entity theory where the belief is that
people are often fixed and stable (Rattan 2011). The author went ahead to propose that people
may disagree in an equal measure on the bias expression but still respond differently on their
base of the implicit theory. For the prejudiced target holding onto the belief that others can
change, they stand a higher chance of speaking up when they face explicit bias as a means of
enlightening the speaker (Rattan 2011), eliciting a possibility of growth opportunity for people
making biased comments. On the other hand, for those who do not share in the belief of the
possibility of others changing and who uphold the entity theory, they may have minimal to no
motivation to stand up to people or instances of prejudice.
2.1.2: Connectionist theories
Hodgkinson and Ford (2011) highlighted that over the years, there has been lots of
research in the fields of social psychology and cognition seeking to delve deeper on outcomes of
the implicit, automatic and even the intergroup stereotypes and even the held attitudes. The
authors noted that for the implicit constrict, they are deeply embedded in the connectionist theory
where the concepts in the mind are dependent on the learned associations. The other thing is that
the same constructs could be based on the dual processes models that believe that the production
of the human judgments and behaviors is either an automatic or a controlled process.
2.1.3: Dual process theory of implicit bias

There has been the discussion of the implicit bias under the context of the dual-process
theory and hence the reason it could be different from other theories. Brownstein and Saul
(2016) outlined that the theories of dual-processes have been proposed in various fields among
them deductive reasoning, decision making, social judgment among others. This theory has
many varieties and hence the many challenges it could face with the example being pointing out
the attributes that could be important for each process. Brownstein and Saul (2016) highlighted
that there has been the ranking of the dual-level theory as one of the non-standard forms of the
dual processes theory. For the type 2 processes, they have been associated with the explicit and
the intentional reasoning that entail the manipulation of the sensory aspects and even the
processes associated with the implicit reasoning processes.
The authors outlined that for the explicit processes, they are not only slow but also
effortful as they involve sensory imagery manipulation (Brownstein & Saul 2016). For the
implicit processes, they are not associated with intentional reasoning and are often faster, with
minimal effort and nonconscious. There are three outstanding debates falling under the wagon of
implicit bias. There is the type 1 processes termed as automatic and the type 2 processes which is
controlled. For the dual-level theory, the version of contrast it holds is that the explicit processes
have an intentional sense of control while the implicit bias does not have the same.
2.2: Themes
There are numerous studies that have delved deeper into the topic of implicit bias among
teachers and its relation to the various aspects of diversity among the various aspects of life.
There shall be an exhaustive exploration of these factors along with the relationship between the
implicit bias and the rates of suspensions in the American schools. Characteristically, there shall

be a thorough evaluation of the cases of suspensions in the American schools that were related to
implicit bias along with the adverse effects that the implicit bias could be having on the students
and the students alike. There shall also be an evaluation of the possible solutions to the cases of
implicit bias.
2.2.1: Racism
In accordance with Rudd (2015), the number of African Americans who were expelled in
the past decade appeared to be more as compared to the white students. Also, the number of
Latin Americans who were expelled from school for no apparent reason appeared to be higher as
compared to white students. In a survey done in the year 2009 to 2010, it concluded that around
72000 of the students expelled from schools were of African American origin. The survey was
conducted between Kindergarten and High school students (Rudd 2015). In a span of one year,
only 18 percent of the students were enrolled while 52 percent were whites. 33 percent consisted
of Latin Americans. This clearly indicates the rate of racial discrimination in a majority of the
American schools (Rudd 2015).
However, in schools where there is a higher number of African American students as
compared to whites appeared to experience quite a lower number of discrimination cases. In
states such as Miami, there are approximately 3 to 10 of implicit bias in schools reported as a
result of racism. Ironically, African American students who appeared to be very active were
more likely to be suspended than white students (Scialabba 2017). In the California states, there
were 710000 suspensions experienced within the year 2011 to 2012. 48 percent of these
incidents involved small acts by the students which did not deserve tough suspension

punishments. Ironically, a higher number of white students who were caught on the wrong side
of the law received minor punishments (Scialabba 2017).
To reduce the rate at which discrimination and racism have affected various students, the
government seemed to create punishable measures to the teachers who were found guilty. These
measures would include expelling the teachers from their respective workplaces. However, apart
from expelling the students, teachers were also responsible in that they would face wrath from
the law. The types of wrath they would face include being locked up in jail for a number of years
(Scialabba 2017). In 1998, the state of Ohio ensured that all the schools adhered to the newly
amended laws. Another factor that seemed to increase the rate of suspension cases in schools
among the African Americans was by employing more police officers around the school
compound. This was viewed as an easy route towards school to prison. Hence, more African
Americans were punished and suspended unlawfully as a result of their racial background (Rudd
2015).
Moreover, teachers needed to be trained in specific ways on how to avoid racial
discrimination among various races. Through this, schools especially students are guaranteed fair
and just treatment. Recently, there have been several cases where principals of schools educate
their students on the importance of freedom and right to speech (Rudd 2015). By offering a
friendly environment for communication, the school is assured to be a safe learning place for all
the students. The principal, therefore, emphasizes on investigating and following up issues
before a student is expelled from the school. Due to the increase in racism and suspension of
students, various schools have taken different measures in ensuring that the rate of implicit bias
has reduced (Rudd 2015).

There are other ways through which schools ensure that they reduce the increase in
suspension of students as a result of racial discrimination. Schools ensure that they employ
teachers who have undergone a course with a background in cultural competency. In Portland-
based schools, a majority of schools have established programs through which are used to
educate the teachers on the importance of just treatment to all students (Rudd 2015). Also, the
schools teach the teachers concerning the consequences each one is bound to undertake after
unfair and unjust treatments to the students. To reduce the rate of suspension among African and
Latin American students, School heads have created mechanisms through which teachers have to
notify them concerning the certain issues. Rather than suspending students, various schools have
come up with strategies through which they are able to punish their students (Rudd 2015).
2.2.2: Cultural Background
From a cultural perspective, teachers are often said to overlook on the students'
background hence resulting in severe disciplinary measures. For instance, a majority of the
students were suspended due to minor issues in the school. Some of these minor issues included
refusing to take off caps during class hours, failure to switching off mobile phones (Scialabba
2017). In most cases, rich students who did not adhere to teachers instructions did not appear to
be punished. Hence, their background appears to be more appealing to a teacher. In the past
decades, the poor in a majority of the American states were viewed to be violent, arrogant to the
society. This is one factor through which teachers have been viewed as taking on implicit biases
in schools (Staff 2017).
As a result of different cultural diversity, students from poor backgrounds are often
discriminated by the white students who are the majority in most American students. Often, in

such cases, students tend to fight each other at some point in time. In a fight between a rich and
poor student, the rich student tends to be favored most hence the suspension of the poor student
from school (Staff 2017). When a student from a rich background is suspended, there is a higher
chance that the parents will report to higher authorities. Thus, the teachers face the wrath of the
law. In a school where there is a higher rate of suspension cases, most teachers appear to favor
students in regards to their racial backgrounds. Also, teachers who are of the similar cultural
backgrounds with a student seem to offer favors. To stop the rate of cultural discrimination,
schools have been encouraged to create programs emphasize fair treatments in regards to the
cultural background (Staff 2017).
When teaching subjects about wars in different classes, teachers tend to be carried away
by the historical events. During history classes where a teacher discusses the negative effects of
certain cultures like the Chinese, African, Russian or Mexican, American students tend to make
fun of their fellow students regarding their culture. Through this, a majority of the foreign
students are forced to report such cases to their teachers. The American teachers appear to side
with their American students more hence leading to the foreign counterparts taking action. The
students of a different cultural background are forced to take action and fight their fellow
students after which they get expelled for disciplinary act. As outlined by Staff (2017), in order
to reduce the rate at which students face suspension, parents are encouraged to always follow up
on the schools' previous results and discipline. If a majority of the students who excel are of only
one cultural background, then there is a higher possibility that students are culturally
discriminated (Staff 2017).
2.2.3: Schools Transition

As highlighted by Ferreira et al (2013), mobility or transition of students from one school
to another is a major contributor towards suspension. In the year 2011, 70 percent of the
suspension cases were linked to students who had newly moved into other schools. Parents and
teachers were in the forefront when it came to pointing out the implicit bias involved in their
suspension cases. In accordance with Sparks (2016), there was a high number of school turnouts
in rural schools as compared to schools in the urban towns. Through this, it was evident how the
social status of their families plays a major role (Sparks 2016).
Other major factors which relate to the transition of students within various schools is on
the fact of the quality of education offered. In California, it was considered that a majority of the
schools with fewer teachers seemed to experience an increase in transition cases (Ferreira et al
2013). However, the transition affects other schools in that they experience an increase in the
number of students. Thus, they are forced to employ more qualified personnel. However, this
transition norm seems to also affect other schools in that well-trained teachers experience a
decrease in salary income. This occurs as a result of low student turnout hence little to no money
for financing their salaries (Ferreira et al 2013).
Some of the causes relating to school mobility and transition include residential
relocation. In a survey, it was concluded that 60 percent of school transitions happen due to
student’s home relocation (Ferreira et al 2013). Students who had parents who did not own their
own homes were the major contributors to school mobility. In most cases, the majority of
students who transferred from one school to another were considered to be either African or
Latin Americans. Students who were homeless were considered to transition from one school to
another almost twice in a year (Ferreira et al 2013). Even though a majority of the homeless

students found their permanent homes, they were still more likely to transition from a school to
another (Sparks 2016).
The transition of schools has been studied to affect students in various ways. First,
Students tend to lose a lot of classes in the process leading to failure academically. Students who
have transitioned from various schools have been considered to have poor performance. Due to
poor grades especially in subjects such as Mathematics, the transition phase has been linked with
a number of school drop-out cases (Sparks 2016). In a recent study, it was observed that 6 out of
10 students were affected thus dropped out of school in the 8th and 9th grade. In the early stages
of a students' education, mobility has been studied to have a more negative impact (Ferreira et al
2013).
In relation to implicit bias in schools, teachers have been known to suspend a majority of
the students associated with various transitions. Moreover, the mobility of students has always
been linked to bad behavior. Teachers have always had the mindset that a student has always
transitioned from one school to another due to misconduct. Also, mobility has always been
linked to sever suspensions from previous schools (Ferreira et al 2013). To curb implicit bias
involved with new students, several schools have come up with measures through which track
down on the reasons that led the student transfer schools. Also, schools have come up with ways
through which might help the affected students not to miss out on classes during the transition
period (Sparks 2016).
2.2.4: Gender

In the American society, men have always been viewed as the toughest and stubborn in
comparison with their female counterparts. Through this, it has always been duplicated in almost
every teacher's head that men are always known to cause problems. In several states, in 10 cases,
7 of the incidents have always been regarded as caused by male students (Morris 2016).
However, women have only been punished and suspended due to cases such as refusing to
adhere to the teachers' instructions and even ignorance. Suspension of the male gender has
always been associated with both minor and major issues. The issues tend to range from the use
of mobile phones, poor grades and also not adhering to instructions while in class (Morris 2016).
In the American history, girls of the African American origin were viewed to be more
superior as compared to white and Latin American females. In a context by Morris (2016), a
majority of the African American women were expelled from schools due to their hairstyles.
Ironically, in states such as Georgia, African American women were regarded to have a bad
behavior in comparison with their white counterparts. Moreover, the African American women
were suspended frequently as compared to African American male counterparts. In the East
Coast of the United States, African American females were suspended ten times than the
Caucasian girls (Crenshaw et al 2018).
In the Eastern parts of the United States, it has been regarded as the home for the African
Americans. This is due to the fact the ratio of African Americans to whites is 3 is to 1. The black
women have always been put to the test especially when they get expelled from school in that
they get involved in irrelevant activities (Crenshaw et al 2018). Some of these activities lead the
girls to have early childhood pregnancies and an increase in school drop-outs. Even after the
United States of America, president Barrack Obama introduced the legislation by the name My

Brother's Keeper, the rate of school suspension among black American girls have not reduced.
To reduce the increase in suspension cases, a majority of the schools have been able to
discourage several tasks (Crenshaw et al 2018).
First, in a majority of schools experiencing low performance, there have been cases of
students being frisked by police officers using metal detectors. The presence of police officers in
schools especially in the East Coast has always led to the misbehaving of students. In reality,
students never feel secure whenever there is a strict authority or even rules (Crenshaw et al
2018). As a matter of fact, there certain things which seem to be a norm in the modern society.
Issues such as girl fights have been there and will always be there. In such scenarios, the better
option has always been offering to counsel both parties rather than involving policemen or even
offering suspension (Crenshaw et al 2018).
In states such as Boston, there are many factors that resulted in an increase in school
drop-outs among the black American girls. Apart from out-of-school suspensions, most girls in
low performing schools are either expelled or referred to the law enforcement. Referrals to the
law enforcement have been considered among the major factors that have led to school drop-outs
and early pregnancies (Crenshaw et al 2018). It has majorly affected the African American
community even in their workplaces. To curb this menace, the government have always notified
such schools on discouraging the presence of the police in that they are considered to bridge the
school to prison pipeline (Crenshaw et al 2018).
2.2.5 Substance Abuse

In Georgia State, it was revealed that a majority of the cases found in schools were
related to drug abuse. Male students were viewed as the major perpetrators of drug usage
although Mexicans were being viewed as the main sellers (Wilson & Kolander 2011). This
perception leads to out-of-school suspension. In the case of an 18-year-old student at Crenshaw
who was expelled from school for no apparent reason. After the follow up of the case, it was
concluded that there was no evidence whether he was in involved in the drug deal (Wilson &
Kolander 2011). Historically, drug abuse in the United States had been mainly linked with Latin
Americans.
In September 1999, there were several incidences which appeared to occur as a result of
drug usage. During the incident, two boys entered the school with firearms and bombs leading to
a mass destruction through which they killed twelve students and one teacher before committing
suicide. In a post-mortem, it was revealed that one of the killers was prescribed for some anti-
depressant drugs (Wilson & Kolander 2011). Such cases are often linked to drug abuse. In recent
studies, a majority of the victims of drug abuse in Los Angeles were of Mexican origin. It was
considered that in schools around the state of California experienced out-of-school suspensions
which involved mainly Latino-Americans due to the norm of the state. President Obama
administration placed more measures against discrimination. These measures would protect
honest students from being suspended as a result of their race and background (Wilson &
Kolander 2011).
For the rate of unfair and unjust treatment put against Latino-Americans to diminish,
schools were being encouraged on the importance of investigation. Nowadays, schools have been
able to come up with programs through which they only aim at tackling drug-related issues (Roth

& Finch 2013). Schools have introduced social training skills which have been proved to be the
most effective. The social skills help the students to know the ways and how to avoid peer
pressure. As stated by Roth & Finch (2013) peer pressure is the most common cause of drug
abuse among students. Another strategy which schools have put in place to reduce drug usage is
helping students know about stress management.
The school programs have been designed in such a way that it equips the students with
problem-solving and decision-making skills. By having these skills, a student might be able to
come up with suitable ways through which he might avoid peer-pressure at all costs. The schools
can also create activities which might assist the student to think and look for suitable options.
Hence, sharpen the decision-making skills (Kearney 2015). Teachers and parents play a major
role towards the reduction of drug abuse in schools. Rather than suspending students, teachers
should focus more on educating on the negative effects of drug usage. Also, teachers should be
able to know when a student is being affected by drug usage. Some of the signs associated with
drug use among students include redness of the eyes, hair being untidy all over sudden. In some
cases, hair starts to become brown in color (Roth & Finch 2013).
2.2.6: Lifestyle
In the American history, there are various ways as to which the African Americans are
used to carry on with their day to day activities. For instance, in the state of California, there are
gang groups which have been known to co-exist for more than two decades. Practically, when a
child is brought up in such environments where there are gang activities, he is forced to adapt to
the lifestyle. Hence, the child gets used to the gangs' way of communicating. In accordance with
Diepen (2013), gang groups have been studied as a major influence in the African American

community. For the last two decades, there have been cases through which students have been
found to threaten their teachers using weapons. However, as a result of strict out-of-school
suspensions and the introduction of law enforcement, there has been a decrease in the number of
cases (Diepen 2013).
As highlighted by Diepen (2013), in some instances, students are forced to join such
groups in which in real sense death is the only way out. To curb the gang from the American
schools, teachers were encouraged to report any strange behavior to the authority. As a result of
implicit bias, African American out-of-school suspension rates were viewed to increase in states
such as California and Chicago. When there were certain cases of drugs being found in
classrooms and the school in general, the first suspects were always African American males.
The bloods and crips are always known for using drugs especially marijuana which helps them in
taking dangerous acts and violence. In states where there a higher number of white gangs
appeared to also have a higher number of out-of-school suspensions relating to African
Americans (Diepen 2013).
To curb gang menace in schools, various state governments have come up with different
problems which would protect the students against gangs. California which has been considered
to be the home of a large number of gang members introduced a gang prevention program
(Howell 2011). The Gang Risk Intervention Program is one of the programs funded by the
California government. The role of the program is to ensure that the students are aware of the
methods the gangs use to lure them. The program is known to be effective in only 15 counties
out of the 50 counties in California. School counselors, gang specialists, and police are some of
the professionals involved in the program. The program encourages individuals through activities

such as sports and job training. Job training is important for the program in that they believe that
a majority of the gangs use the money to recruit jobless individuals (Howell 2011).
The Gang Resistant Education and Training is another program used in all the 50 states.
The program was introduced by the Phoenix Police Department to help the stude3nts gain
knowledge about various gang groups. The Gang Resistant Education and Training programs'
main aim and the objective are to ensure that the students get familiar with how the gangs lure
their targets (Healy 2014). For the program to be effective, it has been incorporated in all school
curriculums. This helps the students familiarize themselves with how the gangs operate and the
consequences of being involved in their activities. Since the introduction of the Gang Resistant
Education and Training program, there has been a decline in the number of school-related
threats. Also, the number of students recruited by the gangs has been considered to decline by 42
percent (Healy 2014).
In the United States cities, 3820 students from 31 different schools were examined. Half
of the students were assigned to the Gang Resistant Education and Training program. The other
half of the students was not introduced to any program. After a period of four years, the
researchers were able to come up with some conclusions. First, those enrolled in the programs
had a less chance of being recruited as compared to the individuals who were not enrolled in any
programs (Healy 2014). Students enrolled in the problem were also viewed to be more
corporative with the police. In accordance with Healy (2014), it was studied that a higher number
of students enrolled in the program needed their parents' intervention to make a difference. The
course did not work effectively for students who enrolled in the program but did not experience
parents’ intervention.

In relation to implicit bias in schools, a higher number of African American boys have
been the major target in schools when it comes to suspension. In Seattle state, it was considered
that it was almost impossible to find Black men and women in classrooms due to the
inappropriate suspensions offered by the teachers. To reduce this, the United State government
came up with different alternatives as to which would help the students rather than suspensions
(Howell 2011). A majority of the states have encouraged on the role of the programs to educate
students against joining gang groups. Also, the transition of schools has been discouraged hence
gangs might use students to look for recruits in new schools.
2.2.7: Favoritism
As stated by Fuglei (2017), there are many cases which have been reported in a variety of
schools concerning favoritism. The major favoritism issue is on the matter of poor students
getting good grades in schools. According to a recent survey, it was concluded that a majority of
the cases of favoritism were as a result of student-teacher friendships (Fuglei 2017). In states
where there were more whites than African Americans, the total number of favoritism cases was
66 percent. The percentage was higher in the fact there still existed racial discrimination. In most
high schools, the total number of African Americans who got successful grades were half the
number of whites who went on to the University level (Fuglei 2017).
In some cases, the length of the writing and neatness led to good grades. This seemed to
act as a discrimination against the students who were slow writers. Logically, it has been proved
in most cases that long stories do not make enough sense as compared to short written stories
which are easier when it comes to critiquing. In order to avoid these issues, schools have come
up with various measures on how such cases might be reduced (Fuglei 2017). This kind of

implicit bias has always caused doubts in internal assessment tests. There have been plans by the
government in ensuring that out-of-school suspensions as a result of poor grading are solved.
Some of the suggestions by various school committees have been highlighted through which
have been considered effective. Grading in teams is one of the suggestions. This will help mostly
when it comes to an accurate marking of papers hence reducing the rate of implicit bias in
schools (Fuglei 2017).
Another way implicit bias occurs in schools is by teachers referring to introvert students
as stupid. In many instances, introvert students find themselves on the wrong side of the law.
They are the major suspects when it comes to poor grading. According to research, it was
considered that out every 50 people 16 are introverts. Since there is no basic evidence that proves
introverts are poor performers, the government is faced with a huge task of ensuring that all
introverts are treated equally. As stated by Fuglei (2017), it was considered that a majority of the
introverts were whites while African Americans were considered to be the most talkative. In
group discussions, introverts were seen to be quiet hence they do not play a vital role. In such
scenarios, teachers mistake their silence to unintelligence (Fuglei 2017).
To end this stalement, various schools have come with measures through which teachers
might get some ideas on how to ensure the introverts get active. During the group presentations,
a majority of the schools have come up with a way through which the introverts can participate
more. The introverts are often chosen to lead the groups in class presentations thus force them to
talk more (Fuglei 2017). As outlined by Stark (2017), some of the characteristics of introverts
include acting slow, listen more than they talk and are quick-tempered. They also tend to devote
their time more with friends and relatives rather than talk to strangers. Interestingly, introverts

have been known to express themselves better in writing as compared to talking. There has been
poor grading of an introvert and shy students hence leading to out-of-school suspensions (Stark
2017).
One of the ways through which schools have formulated to help keep introverts active is
by pairing an introvert with a more active student. By this, the teacher asks a question after
which encourages the student who are paired to discuss the possible answers (Stark 2017). This
leads to the introvert being active in giving opinions with the paired member. After some time,
the teacher then adds another student into the pair and asks another question through which they
discuss. As a result, the introvert becomes more and more active hence gaining confidence bit by
bit (Stark 2017). These group discussions help the introvert in being able to share his thoughts
with others. Therefore, the level of confidence and morale increases. In the modern world,
people are often found in public places as to which they are supposed to give opinions on certain
issues at hand (Stark 2017).
As a result, introverts have been known to always suffer in silence. Mostly, they are
always moving from one school to another looking for the best environment. Schools are
responsible for ensuring that introverts are always comfortable in the learning environment and
are treated in a just and fair manner. In relation to the European, Asian and African countries, the
introverts in the United States of America have been considered to the most affected (Stark
2017). Their grades have been studied to be poor in a majority of the American states as
compared to European countries. Americans have always considered shy people to lack
leadership skills and interest in certain leadership positions. Parents have been considered to play

a pivotal role in ensuring that the teachers know of the children quietness. this helps the teacher
not to give fake conclusions about the child's characteristics (Stark 2017).
2.2.8: Entertainment
Entertainment has been a major way as to which the students get influenced. The
behavior of the students mainly depends on their role models. If a particular student’s interest is
in action or terror kind of movies, then it is most likely that there will be some form of negativity
in him. In several cases, students at some point are viewed to practice and copy on their role
models behavior (Hurd et al 2010). For instance, if a particular students' role model is a doctor,
then there is a higher possibility that he prefers studying. If a students' role model is a hip-hop
rapper, then there is a higher chance that his behavior relates to music and fashion. Through this,
teachers have been able to suspend black students who in the real sense have been considered to
be more into music (Hurd et al 2010).
In various American schools, teachers have been made to know that one can be able to
tell what kind of a person a child is depending on his role model. As stated by Al Khalidi (2015),
62 percent of the African Americans' role models were rappers and film actors. In reality,
entertainers have always been considered to possess a negative impact to the society. First, since
the introduction of music genres like hip-hop, it has been associated with crime especially gangs
and drugs (Al Khalidi 2015). In this perspective, teachers have in the past offered out-of-school
suspension to a majority of the African Americans. Between the year 1995 to early 2000's, out-
of-school suspensions in California was 70 percent higher as compared to 2010 to 2015. This
was due to the fact that the music industry was experiencing a majority of rivalries and the
massive rise of the gang groups.

Rock music is another genre which has been considered to play a pivotal role in the
negative impact on the students. Just like hip-hop music has been associated with violence, rock
music has been linked to the worshipping of gods like the Illuminati. In states with a higher
number of black students, there appeared to more cases of white students being suspended from
school due to certain behaviors. The behaviors were associated with drawings and acting in signs
which relieved a different meaning. Implicit bias thus happens when a teacher wrongfully
suspends a student without any evidence of his wrong-doings (Al Khalidi 2015). Just like hip-
hop, rock music was studied to be a major factor of suicides among the youth. As highlighted by
Al Khalidi (2015), a majority of the youths who listened to rock music were seen to be
introverts. Hence, an individual would not be able to know what one is thinking.
To reduce the rate of implicit bias among students, schools created programs which
would encourage and assist the teachers in knowing how to deal with such cases. Schools have
been able to come up with programs through which point out the several factors which make the
teachers biased. By this, teachers are able to familiarize themselves with several skills through
might be needed to reduce the rate of implicit bias in schools (Capatosto 2015). Also, schools
encourage o the importance of mindfulness. Through mindfulness, teachers might be able to treat
all people of different racial backgrounds the same. However, certain school programs encourage
teachers on the importance of having friends of different races. This helps mostly in the
knowledge of different races and their behaviors (Suttie 2016).
Implicit bias has been a major factor towards the suspension and expulsion of citizens in
schools for the last three decades. To reduce the rate at which students are punished with out-of-
school suspensions, there have been many programs which have been unsuccessfully introduced

to curb the burden through which students have to go through. Many programs have been
introduced by various states government; through which they intend to reduce the rate of out-of-
school suspensions. After the reduction of out-of-school suspensions, schools will be forced to
create programs which intend to focus on counseling. Also, schools with higher crime rates have
been encouraged on the importance of introducing a learning environment with minimal military
supervision. As stated by Losen (2015), the war was not the best solution to tackling problems
within a learning institution. Therefore, teachers were encouraged to focus more on counseling to
reduce the school to prison pipeline (Weissman 2015).
Out-of-school suspensions have been studied to affect the students in several ways. First,
the student loses and misses a lot of lessons hence experiences a decrease in performance.
Through this, students are always at a higher risk of future problems relating to employment. In a
majority of the American states, it was evident that most of the Individuals were affected by the
way industries used to employ individuals. Industries in states such as Minnesota and Seattle felt
the urge in not only looking for qualified personnel through their certificate but also the letters
from various schools regarding behaviors. In accordance with Losen (2015), many industries
believed that students carried their own behaviors to the workplaces hence incited also the good
individuals. However, students who were suspended as a result of implicit bias among the
teachers were affected the most. African Americans in states such as Minnesota and Seattle were
studied to lack jobs as a result of the rule (Losen 2015).
As highlighted by Weissman (2015), suspended students were more likely to drop out of
school. The suspensions were considered to offer a negative impact in their education life. Also,
the policemen in school were studied to encourage more crime amongst the students. This was as

a result that a majority of the students felt that they were the major targets of crime. Such crimes
ranged from members of certain gang groups to terrorism (Weissman 2015). The police,
therefore, were regarded as another cause of an increase in school drop-outs. The presence of the
military in schools was considered to have a negative effect on the discipline of a student. In
states such as California, schools with a higher presence of military security were considered to
have an increase in the number of students joining the gang groups (Weissman 2015).
The out-of-school suspensions have been considered to psychologically affect the
students in various ways. A majority of the victims who are always involved include the Latino
and African Americans. Thus, in a majority of the states, the suspensions have led to an increase
in school drop-outs among the minority (Weissman 2015). The Latino and African Americans
are forced to focus only on ways through which they will make a cent for a living. Since they
cannot get jobs, they are forced to join gangs which make easy money through crime. Also, the
Latin Americans are forced to sell drugs which have been considered one of their norms in most
American states (Weissman 2015).
2.3: Suspension incidences associatedwith implicit bias
There is one case of looming implicit bias that is worth exploring. Taylor (2018)
highlighted an incidence in the Graham Park Middle School in Virginia that took place in the
year 2016. At that time, the institution’s school resource officer (SRO) sighted a black male
student that was trying to cut a line in the cafeteria. The accusation that was leveled against the
same student was that he had stolen a carton of milking going for 65 cents. When the officer laid
his hands on the student, he escaped and the translation of the school was that the actions were
against what the school policy advocated. The aftermath was that the 14-year old student was

arrested and charged, and that is how he entered the prison system through the juvenile court
(Taylor 2018). The other incident that the author highlighted is that which occurred in the Creek
Elementary school in Milledgeville Georgia in 2012. A six-year-old black girl became upset
while in the principal’s office and started throwing tantrums.
The girl did not heed some commands to calm down and was deemed to have violated the
school’s disciplinary code, prompting the principal to call a police officer for assistance. After
arrival, the officer who was white handcuffed the girls taking her to the local police station
(Taylor 2018). In the two cases, one thing that stood out is that implicit bias played a role in the
taken disciplinary measure. The author further went to highlight another case in Gwinnett
County Public Schools (GCPS); an institution termed as being highly diverse. There was a
decision that was a clear indicator of the thriving implicit bias in the institution. The school
administration gave a nod to a recommendation that would see to it that the students face a long-
term suspension stretching between 10 to 180 school days to students who were rude or
displayed disrespectful conduct. The school was characterized by a huge cultural gap between
the teachers and the students with the former being 81% whites and the latter 75% non-white.
Taylor (2018) reported that from 2006 to 2016, the majority of the out of school suspensions in
the institution were directed on the African-American and the Hispanic students for cases termed
as disrespectful.
Meier and Rutherford (2016) highlighted that there have been discussions in the media
delving into the zero-tolerance policies or even the policies that called for the adverse
consequences for the violation of set rules. Characteristically, the discussion narrowed down to
the tendency to employ police force in schools along with the attitudes marred by implicit bias as

being the reason behind the two statistics. The statistics were that 95% of the suspensions were
as a result of the nonviolent behaviors whereas the rate of suspension among the black students
was at a rate that was three times higher than the same among their white counterparts (Meier &
Rutherford, 2016). The discussions there were in the popular media were as a result of the
scrutiny the disciplinary cases in schools were accorded following the deaths of two students
Michael Brown and Eric Garner in the year 2014. There has been the intense criticizing of the
zero-tolerance rules that impose intense punishments for offenses termed as having a broad
scope. Meier and Rutherford (2016) observed that the criticism was so much such that the U.S
Department of Education and Justice had to release a document offering guidance on the school
discipline in 2014.
The document aimed at ensuring that there were the prevention, reduction and even
elimination of punishments amounting to suspensions and expulsions in the early childhood
setups while also ensuring a relative improvement of the school surroundings and the educational
system at large (Meier & Rutherford, 2016). According to Darby (2018), for most of the
disproportion rates of suspension, their starting point is the classroom where there has been a
disparate of responses to the students based on their racial affiliation, ethnic group, and even
their socioeconomic status. The author’s team of researchers went ahead to outline that in 1995,
there was a massive difference in the school disciplinary measures which was a clear indication
of the discrepancies that characterized the school disciplinary system on the part of the white and
black students. The difference was an indicator of the prevalence rates of bias in the exercise of
school discipline. Darby (2018) also pointed out that for both the black and white students, there
was a variation in the reasons behind suspensions where for the blacks, most were suspended for

being excessively noisy or disrespectful. The author went ahead to point out to a recent study
which determined that for the black and the Latino students, they faced disproportional
suspension for offenses characterized as non-violent and minor and which would not warrant the
out-of-school suspension by any state authority.
Darby (2018) pointed out that the highlighted challenges became evident in the wake of
the discussions on the zero-tolerance policies attributed to the high levels of suspensions among
other forms of discipline in schools. School suspensions often have a negative impact on the
academic achievements and even the seemingly high rates of dropping out from school. A study
conducted on the Florida schools at the Johns Hopkins University unearthed that the rates of
suspension among students are twice as higher for the students who encountered the first
suspension. Hall, Quinn, and Gollnick (2014) highlighted that the zero-tolerance policies have
amounted to a relative increase in the number of students facing suspensions and expulsions
from the 1970s.
Despite the suspensions and expulsions being necessary punishments for actions such as
bringing guns to schools, most of the experienced cases are of a lesser magnitude such as the
possession of over-the-counter drugs. The author pointed out that the disproportionate
punishments by the school authorities are often directed to students that are either low
performing or belonging to the low-income families. Such incidences have amounted to the
disproportionate suspensions and expulsions among the African-American males who end up
making 36% of the prison population in its entirety. Hall, Quinn, and Gollnick (2014) noted that
in most schools, the achievement and discipline gap often relate hence negatively affecting the
students from the low-income families and who are either from the African-American or even

the Hispanic descent. One of the major problems with suspensions is that they amount to an
interruption in the learning for students who are already dealing with certain struggles in their
lives while leading them to a pathway to prison. With prior knowledge of what is in store for
these students once they are suspended, there is the need to come up with measures that would
derail the possibility of them ending up in prisons.
2.4: The effects of implicit bias
One thing that is worth highlighting is that the actions in a classroom setting always end
up to the societal setting hence the effects of an earlier unconscious action is felt by the entire
society at large. Students are always being prepared to be tomorrow’s doctors, nurses, teachers
and even police officers. In the case they had an experience of implicit bias during their school
days, there is bound to be a replication of the same in the professions that they pick up. On the
other hand, the victims of implicit bias may find themselves unconsciously revenging for what
they experienced. Parry and Richardson (2013) highlighted that according to research on implicit
social cognition, people from all races are often biased against the blacks. One thing for sure is
that despite bias being unconscious, it could have been as a result of the experiences of
prejudices that they encountered at one point in their lives.
Outside the classroom settings, students continue suffering due to implicit bias. Parry and
Richardson (2013) noted that research shows that for the blacks and especially the young men,
they continue facing attention more than their white counterparts. The occurrence of the same is
often automatic and unconscious. The scientist associated the unconscious racial profiling to the
fact that the threat reaction that people have toward the black men is often automatic and rapid.
Or the undertaken scans, their revelations were that there is a higher activation of the amygdala

which is a section of the brain attributed to fear, especially when they encounter the faces of the
black men as compared to the whites. When a black student steps into the street, the reaction that
he could get would be quite different from what a white student could experience. The implicit
teachers among the teachers have bypassed the classroom and even the societal setting to the
nation at large and to the national level.
Laframboise and Trumbic (2003) stated that for most tax systems, they often exhibit a
variation in their treatment of men and women; a move that affects the decisions made
concerning work, children and even the habits of consumption and savings. There has been the
demonstration of gender bias in the arrangement of personal income and even in indirect taxes
and the benefits provided by the social insurance programs. The authors noted that for the
highlighted bias, they could be explicit where there is the discrimination of women by the law
provisions based on their gender or even their marital status (Laframboise & Trumbic 2003).
Relatively, the bias could take the implicit form where the economic effects of the tax systems
are felt differently for both the men and the women due to the held attitudes or even social norms
concerning the roles of both men and women. For the developing nations, Laframboise and
Trumbic (2003) highlighted that the implicit bias is associated with the indirect taxation which
exerts disproportionate burden upon the poor; a group that has a large percentage of women.
Even after the successful completion of their education and their release to the society,
students that have faced implicit bias in the classroom setting may end up always feeling out of
place or ever being in the wrong side especially when they come into contact with the law
enforcers such as the policemen and women. There has been a growing concern about the
possibility of the members of the police department being at the forefront in steering the

eradication of implicit bias. While this could be a good move, one thing for sure is that some of
the incidences of arrests and deaths due to implicit bias have always been pointed to these
members of the police force, hence questioning their ability to refrain from being complicit
concerning implicit bias especially when in the line of duty.
Gonzalez and Kemp (2016) stated that according to the research in the Greater Good’s
series on implicit bias, there were elicited issues concerning how implicit bias could affect the
developed policing decisions. The authors further explained that the work strived to portray how
the unconscious bias could influence the beliefs that are held consciously. One thing for sure is
that the exploration of the work is true and especially when there are decisions to be made
concerning the racial group that one belongs to. For the cases of the disparities in the law
enforcement and even the unfair rates of incarcerations, implicit bias has a significant role it
plays in the same. Gonzalez and Kemp (2016) voiced that there are ways that could be used in
the determination and resolution of the incidences of implicit bias. One is ensuring that there is a
held conversation in the community that is not only direct but also open and honest and that
which would entail the collection and study of data. What should follow is the enforcement end
the implementation of the strategies along with the training programs aiming at ensuring fairness
especially for the affected groups.
In their text, Mack and Charles (2013) highlighted how implicit bias has infiltrated the
police force and the effects it has on the society at large. The explanation was that in the
occasion an officer approach a person in a bid to confirm what is ongoing, implicit bias can
result in them acting aggressively even without them taking note of their actions. For the
individual on the other end of the confrontation, their response could be an assurance to the

officer in question that the person is aggressive and suspicious. Mack and Chain (2013)
highlighted that in the entire altercation, the officer may not know that their unconscious implicit
bias may have amounted to the behavioral effects and hence the reason for all the events that
might have transpired.
2.5: Possible solutions to the incidences of implicit bias
In the above section, there has been the highlighting of some of the measure that could be
adopted as a means of resolving the cases of implicit bias that often escalate amounting to
unwarranted outcomes. Determination of possible solutions should entail getting a deeper
understanding of the issue and addressing if from the root cause. The other thing is that there is
the need to devise a long-term solution to the experienced cases. One thing for sure is that the
school is that starting point for most citizens in America. As such, the adopted measures should
start the implementation as they resolve to extend to the society at large. Westerberg (2016)
sought to delve deeper into the availed literature on the early education and care (ECE) as a
means of unearthing the solution to the cases of implicit bias. The author further stressed the
need for extensive study in the determination of how implicit bias plays out in the engagement
with the parent, the relationship between the students and teachers and even on the adopted
disciplinary measures.
The finding from research indicated that the development of implicit bias among the
adults and children in the United States while also remaining unconscious on the bias was the
reason the reason behind the unequal treatment as a result of the socialization of people in their
lives. As a means of resolving the fast-acting implicit bias, one of the steps to take would be the
development of nonjudgmental structures through which the personnel in the ECE can be able to

point out the degree of children’s behaviors that prove difficult to manage (Westerberg 2006).
Through the same, there could be a relative reduction in the reliance on the fast-acting implicit
bias. Characteristically, there is a chance for the adults to take cognizance of the biases that they
were not aware of hence being able to minimize their negative judgment. The said chances could
be availed through the mental health consultations and training on cultural competence.
The education curriculum could also be another avenue of changing the incidences of
implicit bias. According to Cobem (1998), curriculums offer a chance of changing the narrative
on implicit bias. There was the case of South Africa and the incorporation of the new science
education framework in this post-apartheid nation. For this curriculum, it strived to ensure that
there was the resolution of the biases implicit in the field of natural sciences while also being
imported through the same. Coben (1998) identified the core role of the curriculum adopted in
South Africa was to resolve the issue of equity which seemed to be a core challenge. This
strategy is one that American schools could adopt as a means of dealing with implicit bias and
especially that which is gender related.
Chang (2018) highlighted recent efforts of Starbucks to resolve the cases of implicit bias
and especially those touching on racial affiliation. Following the arrest of two black men in a
Starbuck store in Philadelphia, the store made plans of closing 8,000 of its stores in the country
and spending the afternoon on a training program concerning racial bias. Many people were not
sure about the effectiveness of the move and whether it would put a stop to the random
incidences of arrests among the blacks due to the deeply entrenched racial bias. One thing for
sure is that adults, school going children and the world at large are always watching. As such, if
the training narrows down to the necessary aspects, then the set objective could be achieved.

Devine, Forscher and Austin et al. (2012) stressed the need for people to be motivated in the
breaking of the prejudice. The other thing is that people would need to be aware of the biases
that they have and also be concerned about the aftermath of their biases before acquiring the
motivation to eliminate the same.

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