How does implicit bias affect student-teacher interactions?

Knowing different types of implicit bias helps us understand our own- which we tend to overlook. Watch out for: Gender Bias-when a teacher unintentionally ascribes stereotypes to different genders. Be sure to ‘assume’ that males, females (especially in STEM) and those who identify as “they” are equally smart and capable. Name Bias-the tendency to favor certain names over others and assume students with ethnic names are not as strong learners as those with Anglo-sounding names. Appearance Bias-when we form a bad image of someone based on how they look which might lead to inaccurate and unjust assessments of their ability. Don’t ever favor “clean cut” students over those with long/facial hair, tattoos, body piercings, etc.

Implicit bias can significantly impact student-teacher interactions by influencing perceptions, behaviors, and decision-making processes. Teachers may unknowingly hold biased attitudes or stereotypes about certain groups of students based on factors such as race, gender, or socioeconomic status. These biases can manifest in differential treatment, lower expectations, or microaggressions, creating barriers to student engagement, learning, and academic success. Recognizing and addressing implicit biases through self-awareness, training, and culturally responsive practices is crucial for fostering equitable and supportive learning environments.

Implicit bias influences student-teacher interactions by shaping perceptions and behaviors unconsciously. Teachers' biases may manifest in differential treatment, such as disproportionate discipline or lower expectations for certain students. These biases can affect students' confidence, engagement, and academic outcomes. Awareness and training in cultural competence and bias recognition are essential for mitigating these effects. By fostering inclusive environments and equitable practices, educators can create positive and supportive interactions that empower all students to succeed.

The book "Grading for Equity" by Joe Feldman discusses how a teacher's inner beliefs can unconsciously affect how harshly a class assignment can be graded. Whatever those preconceived notions of a student may be, they can affect the teacher's ability to actually assess a student on their abilities. Feldman suggests an incredibly straightforward way to counter this: format your assignments so that you cannot read the names of students while you are grading them! This can be as simple as having students fold the "Name" portion down when handing in a paper or worksheet. The same could be done with online programs like Google Classrooom, but would need a little more finagling that I don't have the character limit to discuss.

Recognizing and acknowledging the differences in students' lived experiences can do SO much to improving their enjoyment of a class and their outcomes. Whether that's adjusting inviting experts from the community to come and speak to the class, or having books available that connect to students' own backgrounds, making sure kids feel seen and understood is huge. I've found that even just making sure that I'm saying a child's name right can do wonders. It might sound silly, but I hold the dubious distinction of being the first teacher to ever pronounce one of my student's names correctly. She was in 7th grade by that point - 6 prior years of school and she hadn't felt that her name was respected until then.

The impact is huge! Let’s take for instance, autistic children and teenagers. Sometimes these students are perceived only as students with difficulties that need to be remedied. However, many of these children are geniuses who are extremely skilled in areas that are beyond mainstream children’s reach.

Our biases are sometimes so far hidden that we don’t admit or know they exist. But they do. We all have them. And they raise their ugly heads when we least expect or want them to. I never thought I was biased – until I was! My beloved dog took ill suddenly in the middle of the night. I called a local 24/7 emergency veterinary hospital. The person who answered the phone wanted a description of the crisis. I immediately asked to speak directly to the veterinarian on call. I did not want to have to explain myself twice. SHE responded, “I AM the veterinarian on call.“ I am loathe to admit it – I would NEVER have asked to speak with someone else had my call been answered by a male. Unconscious bias? You bet.

Yes, instead of assuming things about a student, we need to look past the labels to see the student's gifts and strengths. Sometimes, the labels aren't even accurate or they can overlap (gifted characteristics are very similar to ADHD and high functioning autism, for example). Also, you don't know what the student is experiencing at home or in school, which may be affecting his or her behavior. Your "problem student" might actually be very creative and brilliant. ;)