REDUCING THE IMPACT OF IMPLICIT BIAS - CCYJ
REDUCING THE IMPACT OFIMPLICIT BIASOctober 6, 2017BECCA ConferenceEileen Yoshina, ProgramManager, Equity in Education,Eyoshina@psesd.org
WHOSE LAND ARE WE ON? What treaties apply to this region? What language(s) were/aretraditionally spoken m/http://www.indian-ed.org
AGREEMENTSStay EngagedDon’t Let your heart and mind check out!Experience DiscomfortAgree to experience discomfort so that we can deal with issues of race in an honest way.Speak your truthBe honest about your thoughts, feelings and opinions. Say them in a way that is true for you.Expect and accept non-closureAccept that you will not reach closure in your understandings about race and race relations. There is no such thing as a“quick fix.”Intent and ImpactRecognize that what we say may have an unintended impact, even though we may have positive intent. We need to own theimpact.Courageous Conversations About Race, by Glenn Singleton
LEARNING OBJECTIVES Increase awareness and understanding of racial bias Gain strategies and perspectives to counteract bias, to “Debias” Apply “racial equity lens” in understanding how implicit biasimpacts our work to keep students in school
FRONT PACKWhat’s in your front pack?
MESSAGES RECEIVED
BIAS: IMPLICIT/UNCONSCIOUS“The attitudes or stereotypes that affect our understanding, actions,and decisions in an unconscious manner. These biases, whichencompass both favorable and unfavorable assessments, areactivated involuntarily and without an individual’s awareness orintentional control.”Kirwan Institute for the Study of Race and Ethnicity, State of the Science: Implicit Bias Review 2014, p.16,www.KirwanInstitute.osu.edu
Kirwan Institute for the Study of Race and Ethnicity, State of the Science: Implicit Bias Review 2014, p.39.www.KirwanInstitute.osu.edu
How does implicit bias impact our work tokeep kids in school?
Any system produces what it wasdesigned to produce.
Chronic Absenteeism by racial group
Factors impacting chronic absenteeismBarriers:HealthFamily responsibilitiesTraumaNo safe route to schoolSuspensionsAversionAcademic strugglesBullyingPoor school climateParents’ negative attitude towardschoolDisengagement:Lack of meaningful instructionNo relationships with school adultsPeers out of school more exciting thanpeers in schoolSource: OSPI
Table discussionAt your table chart your answers to the following questions:1. What are the possible unintended outcomes for students of color if weare not aware of our implicit racial biases? If you are unsure, how mightyou find out? What steps might you take to find out?2. How might you mitigate those challenges?
“DEBIASING” Raise awareness, acknowledge, and accept that we all have unconscious racialbias Notice and pay attention when bias, stereotypes, and assumptions areactivated/are present Seek and learn about people who are the opposite of the common stereotype Make time to sincerely understand racially diverse individual’s experiencesand racialized lives Learn more about bias through the Harvard Implicit Association Tests: “ProjectImplicit”Kirwan Institute for the Study of Race and Ethnicity, State of the Science: Implicit Bias Review 2014; and Institute for Race and Justice at Harvard Law School, Can“DE-BIASING” Strategies Help to Reduce Racial Disparities in School Discipline?, 2014
YURI KOCHIYAMA"Remember that consciousness ispower. Consciousness is education andknowledge. Consciousness is becomingaware. It is the perfect vehicle forstudents.Consciousness-raising is pertinent forpower, and be sure that power willnot be abusively used, but used forbuilding trust and goodwilldomestically and internationally.Tomorrow's world is yours to build."
Implicit” Kirwan Institute for the Study of Race and Ethnicity, State of the Science: Implicit Bias Review 2014; and Institute for Race and Justice at Harvard Law School, Can “DE - BIASING” Strategies Help
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describe earlier published methods of creating interpolating implicit surfaces. 2.1 Implicit Surfaces An implicit surface is defined by an implicit function, a continuous scalar-valued function over the domainR3. The implicit surface of such a function is the locus of points at which the function takes on the value zero.
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