Conformity Bias Conformity bias is a bias that is formed through peer pressure.
A first-year teacher tries to support a new student who speaks Spanish as their first language by using visuals and nonverbal cues to make the content more accessible. After learning that other teachers at the school do not offer these supports to English language learners, the first-year teacher decides not to offer them to the student either.
The first-year teacher seeks to develop a group of critical friends, who may or may not be the colleagues who work in the same building or with the same students. The teacher establishes classroom procedures that allow students to provide feedback about their experiences as learners.
Most high school administrators in a school division have decided to speak out in support of a zero-tolerance policy. The principal of the most culturally diverse high school is interested in restorative justice but decides to support the zero-tolerance policy since it is what the other school leaders believe is best.
The administrator sets aside time in their weekly routine to reflect on their values and their alignment with their actions. The administrator captures those values succinctly in a vision statement, mission statement, or mantra that they share publicly. The leader is comfortable with being uncomfortable!
Halo Effect Bias The halo effect bias is when a person notes one positive or exceptional aspect about an individual and allows the “halo” glow of that characteristic to sway their opinions of everything else about that individual.
African American female students who have lighter skin and longer hair are called on more frequently in class and are more frequently recommended for student leadership roles.
The teacher tracks classroom data regarding their interactions with students, such as questioning, discipline, and rewards. When possible, the teacher enlists the help of a colleague or instructional coach to help record this data.
A white student consistently performs in the top tier on their academic assessments, and the teacher frequently ignores their misbehavior and the way they mistreat other students.
The teacher implements regular community circles to check in with students and build a classroom community of learners based on trust and mutual respect. The teacher uses restorative practices to support students in repairing harm to each other and the community.
Horn Effect Bias The horn effect is the opposite of the halo effect bias. The horn effect bias is when a person notes one negative aspect of an individual and allows that aspect to influence their perceptions of the individual's overall attributes.
A Hispanic student performs poorly on their initial assessment, and for the rest of the year, the teacher scores the student's work lower than that of their equal ability peers.
The teacher incorporates a range of assessment techniques throughout the year, which allow students' unique gifts to shine. When grading traditional assessments, the teacher practices blind grading to avoid implicit bias.
An African American male student made a poor behavioral choice in the previous academic year, which resulted in a suspension. This year, teachers overlook his leadership capabilities and creativity, which causes him to miss out on scholarship opportunities.
Teachers at the school research and acknowledge the statistics regarding the school-to-prison pipeline. They promote programs and activities that support the social and academic success of historically marginalized students.
Reflecting on Implicit Bias: A Weeklong Journaling Exercise
Before we wrap up this chapter, I want to share with you a journal exercise that you can do to understand where your biases may originate. Follow this series of daily journal prompts to reflect honestly and individually about your personal experiences and the way they have shaped your implicit biases. At the end of the week, use your reflections to consider how your formative experiences have impacted your relationship with and development of implicit bias.
Day 1: Who Am I?
What is your identity? How do you see yourself?
How are you identified? How do other people see you?
Think about the various social groups to which you belong. What do you view as your defining characteristics? What might others view as your defining characteristics?
Day 2: What Do I Value?
Identify the five people you would consider to be the closest to you during your lifetime.
What characteristics do these individuals have in common? Consider race, gender, age, ability, sexuality, appearance, and behaviors.
Based on these commonalities, what can you infer about your own preferences and values?
Day 3: How Diverse Was Your Universe?
Reflect on your interactions as a young person. What level of diversity did you encounter in your everyday experiences?
Think about people in your outer circle (your doctor, community leaders, local business owners, etc.) versus people in your inner circle (caregivers, close friends, coaches, etc.).
Are the two circles equally diverse?
Day 4: At First, I Thought… But Now I Think…
What explicit principles were you taught as a child? Think about lessons or beliefs that were reinforced verbally by your parents or other significant individuals in your life.
What values were you taught tacitly? Think about lessons or beliefs that were reinforced by habits, patterns, or ways of being.
What role have these beliefs and principles played in your life?
Day 5: Mirrors and Windows
Think back to your favorite TV shows, movies, songs, and books as a child. Who do they celebrate?
Did you see yourself in them, or did they allow you to see into a world different from your own?
Who were your role models? Why did you look up to these individuals?
Day 6: Getting Schooled
What was your educational experience?
What do you remember about the demographics of your school? To what social groups did your classmates belong? Did your teachers belong to those same groups?
What do you remember about the roles and treatment of different groups of individuals in school?
Day 7: Acknowledging My Biases
Reflect on how your experiences have shaped your implicit biases.
As an adult, what role do the experiences on which you have reflected this week play in your life?
How might they impact your work as an educator?
Conclusion
When we can become more aware of our biases, we can start to improve upon our interactions with others. We can decrease our sense of discomfort, interact with social groups different than our traditional groups, and
