Implicit Bias Training for Stanford Resident Fellows

1. Implicit Bias Emelyn A. dela Peña, Ed.D. Orlando White

2. Agenda  HW due:Take two IATTests  Unconscious/Implicit Bias  Review Implicit AssociationTest  Process the results of IAT tests  Review how Implicit Bias shows up  Brainstorm applications for your role

3. Getting Started  Introductions at your table  Name  Gender Pronouns  Do we want an ice breaker question?

4. Expectations  Be mindful of airtime  Clarify assumptions  Be mindful of body language  Give folks grace  Make space and take space  What is said here stays here– what is learned here leaves here

5. Elements of an Inclusive Climate (Hurtado,Milem,Clayton- Pederson,&Allen,1998) 5 • How do people behave towards each other and get along (intergroup relations?) • Is this a place where people nurture each other? • What are the perceptions and attitudes among and between groups on campus? • Is this a place where people can thrive? • Who is present here in this place? • Who is not represented and why? • Out of what history are we growing ? • What is our institutional legacy? Historical Legacy Structural Diversity Behavioral Climate Psychological Climate

6. WHITE NOTE:THIS IS FOR AN INTERACTIVE EXERCISE

7. Why Unconscious Bias?  Why is it important to examine unconscious bias?  Table Share

8. Why does implicit bias matter? Consequences A large body of social science evidence has shown that unconscious, automatically activated, and pervasive cognitive associations related to race, ethnicity, gender, age, sexual orientation, and other identities can impact decision-making and judgments without our awareness.These research findings have serious, far-reaching implications for individuals in a wide range of sectors. Staats,C., Capatosto, K.,Wright, R. A., & Jackson,V.W. (2016). State of the science: Implicit bias review (2016 ed.). Columbus, OH: Kirwan Institute for the Study of Race and Ethnicity,The Ohio State University.

9. Unconscious bias and social identity

10. What are implicit biases? Knownasunconsciousbias, implicitsocialcognition,& implicitassociation  Attitudes (favorable and unfavorable) activated without awareness or intentional control.  Normal cognitive processes (everyone has them)  Socialized within our culture (we are all raised in a context where these are part of our upbringing and learning)  Develop over the course of a lifetime through exposure to direct or indirect messages through life experience, media, and news programming, etc.  Affects behavior and can result in discrimination of others based on their perceived group membership. (biases have consequences)  Can also be internalized by members of groups targeted, affecting performance (biases have consequences)  Can be mitigated through intentional learning (there is hope)

11. Cycle of Socialization 11

12. The Beginning 12

13. First Socialization 13

14. Institutional andCultural Socialization 14

15. Enforcements 15

16. Results 16

17. Action & Direction for Change 17

18. TheCore 18

19. Cycle of Socialization 19

20. ProperSitting  Note: this is an interactive exercise

21. TableShare  How might your socialization as RF’s differ from the socialization of your residents and RA’s?  What generational differences might affect how we experience our residential communities?  Identify a time when you were confronted about a stereotype you held—  What was that experience like?  What was your initial reaction?  How did that affect you?

22. Implicit Bias contd.  We are all complicit- bias is pervasive  Do not necessarily align with our declared beliefs or values  Individuals generally favor our own in-group  Unconscious bias is malleable

23. Implicit Association Test

24.  Reactions to your IAT  Table share  Group share

25. What feelings or reactions did you have upon learning your IAT results? 25 JA Table Group Reflection

26. Unconscious Bias & Education  Clark & Zygmunt evaluated teachers’ reactions to their racial and skin tone bias as assessed by the IAT  96 percent reported receiving results that indicated a preference for European Americans and light skinned individuals  Typified teachers’ reactions in one of five mutually exclusive categories:  disregard—33% questioned the validity of the IAT  disbelief—26 % of respondents contended that the results did not align to their declared beliefs  acceptance—22% reflected that given their background and experiences they may in fact harbor unconscious biases  discomfort—9% accepted their results & and were uneasy with their bias  distress—10% of respondents expressed a level of elevated concern, shame, and desire to change their preferences

27. How Implicit BiasShowsUp  Micro-Aggressions

29. Definition Micro- aggressions “Brief and commonplace daily verbal, behavioral, and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial, gender, sexual- orientation, and religious slights and insults to the target person or group” (Sue, 2010, p.5)

30. Characteristics  Constantly and continuously experienced  Often committed unknowingly by well-intentioned people  IMPLICIT BIAS  dismissed as innocent or innocuous  gaps between our lived experiences  Micro-level manifestations of enduring institutional and systemic imbalances of privilege and power  Can haveVerbal, Nonverbal, or Environment Manifestations

31. Examples  Examples  Male administrators referred to byTitle (i.e. Dr.) while female administrators referred to by first name or incorrectTitle (i.e. Ms.)  Invitations or advertising for parties that have only heterosexual, cisgender couples, or are racially themed  Asking a multiracial person “What are you?”  Telling a person of color they “speak good English”  Avoiding eye contact or physical contact with a person with a disability  Assuming everyone can afford to go on a Spring Break trip  Consistently calling someone by the wrong gender pronoun

32. Other Examples  How have micro-aggressions shown up in your spheres of influence?  Table share  Group share

33. Dilemmas  Clash of lived experiences (e.g. racial realities)  Perception that racism no longer exists because we had a Black President  Perception that sexism no longer exists because we have University Presidents who are women  Target and perpetrator interpret situation differently  Invisibility of Unconscious Biases  Perceived Minimal Harm of Micro-aggressions

34.  Both Perpetrators andTargets are impacted  Psychological and Physical Consequences  Micro-aggressive Stress

35. Micro- affirmations as ally behavior  Apparently small acts, which are often ephemeral and hard-to-see, events that are public and private, often unconscious but very effective, which occur wherever people wish to help others to succeed (Rowe, 2008).

36. Examples of Micro- Affirmations  When students tell you they feel they have been targeted because of their identity, you believe them  Acknowledging that a Micro-Aggression may have occurred  Visibly confronting inequitable, hostile, or biased behavior  Stopping to ask for someone’s opinion or contribution who has not had a chance to speak (in a group setting, during a meeting, in the dining halls)  A flyer for a dance includes multiple representations (eg. same sex couples, non-coupled people)

37. Impact of Micro- Affirmations  consistent, appropriate affirmation of others can spread from one person to another  many micro-inequities are not conscious, but affirming others can become a conscious as well as unconscious practice that prevents unconscious slights  acknowledging the existence and experience of micro-inequities allows the individual to confirm that they did not imagine these small, demeaning acts (Rowe, 2008)

38. Questions to consider  How are micro-aggressions experienced by various groups?  How can we address micro-aggressions as or shortly after they occur  How do effective mentoring practices and micro- affirmations work to counteract the effects of microaggressions?

39. For more information  Rowe, M. (2008). Micro-affirmations and micro-inequities. Journal of the International Ombudsman Association, 1(1).  Sue, Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation (Wiley, 2010)  Sue (ed.), Microaggressions and Marginality: Manifestation, Dynamics, and Impact (Wiley, 2010)  Rollock, N. (2011). Unspoken rules of engagement: Navigating racial microaggressions in the academic terrain. International Journal of Qualitative Studies in Education

40. Questions/Final Reflections

Implicit Bias Training for Stanford Resident Fellows

Implicit Bias Training for Stanford Resident Fellows

Recommended

More Related Content

Similar to Implicit Bias Training for Stanford Resident Fellows

Similar to Implicit Bias Training for Stanford Resident Fellows(20)

More from Stanford University

More from Stanford University(8)

Recently uploaded

Recently uploaded(20)

Implicit Bias Training for Stanford Resident Fellows

Editor's Notes