Addressing Bias in Educational Settings

Implicit bias is an unconscious bias that we have (one that we are not consciously aware of) that affects our thoughts, feelings, behaviours and attitudes towards a particular group of people. Implicit bias can make us discriminate against people or treat them unfairly based on characteristics such as gender, race, sexual orientation, culture, religion, ability or socio-economic status. 

Implicit bias is known by a number of other terms, including implicit prejudice or implicit attitude. It differs from an explicit bias because when we show implicit bias, we are not consciously aware of what we are doing. 

Examples of explicit biases include discriminating or showing prejudice against certain groups of people on purpose. Implicit bias includes attitudes, feelings, beliefs and stereotypes that may affect how we treat or act around others. The fact that we are not aware of our implicit biases can make it significantly more difficult for us to recognise and address implicit biases. 

Implicit bias is a problem in education because it can cause teachers to have an automatic preference for, or aversion to, particular students. This can affect the way lessons are delivered, work is graded and students are supported. Implicit bias can also affect how fairly punishments are given out and how issues between pupils are dealt with.

Recognising Implicit Bias in Educational Settings

Educators are in a position of power; it is therefore crucial that they are able to behave fairly and treat their students equally. Teacher bias can affect a pupil’s ability to learn, grow, participate in their education and succeed in exams. It can also affect how safe and supported pupils feel at school.

Implicit bias can manifest itself in different ways. Let’s try a quick test – imagine a kindergarten teacher – did you imagine a female? If so, that could be an example of implicit bias. Let’s try another – a colleague tells you in the staff room that one of their students has brought in an award that they got during their ballet class – did you imagine a little white girl? Perhaps you imagined a black girl…but did you, for one second, imagine it could have been a male student? 

Further examples of implicit bias in the classroom include

• Only offering certain sporting opportunities to one gender 
• Grading papers of black students more harshly than white students 
• Assuming that poor pupils are less intelligent than wealthy ones 
• Assuming a child who is a wheelchair user is also mentally impaired and will require greater attention to complete their work during class
• Assuming that a pupil with a working-class accent will be a poor reader and/or writer
• Punishing female students more harshly for exactly the same behaviour as their male peers due to stereotypes that males naturally have less impulse control  
• Assuming that a gay student will not want to try out for the football team 
• Expecting a certain participation style (such as quiet/argumentative etc) from specific students based on their characteristics 
• Making casual comments that reinforce gender stereotypes such as ‘boys can’t cook’
• Assuming that a female student who wears a headscarf won’t be able to join the track team

Implicit bias is complicated because when we think of discrimination or stereotyping, we usually think of something negative, but this is not always the case. Teachers can be guilty of positive stereotyping too, examples include:

• Assuming black students are more athletic 
• Believing all Chinese students will excel in mathematics
• Assuming that an Indian student wants to be a doctor 

Positive stereotypes are also harmful. They can create a learning environment that lacks authenticity and damage the way that students see themselves as individuals, which may leave them confused about their place in the world.  

Implicit bias and stereotyping affects dynamics within the classroom and can affect a student’s sense of self-esteem and self-worth. Students may also pick upon implicit bias as a learnt behaviour and it has the potential to go on to affect how pupils view and treat one another. 

• Biases can shape the way lessons are planned and the curriculum is delivered. 
• Bias can result in making certain choices about what to include or omit and may cause teachers to expect certain pupils to identify with certain choices (such as the protagonist in a book) because they share characteristics with them. 
• Teacher bias in the classroom can also lead to unequal outcomes for students.

Assuming that you are not biased and that implicit bias won’t affect your teaching is not a helpful way of thinking. Self-assessment tools such as the Implicit Association Test (IAT) are available that can help you to get further insight into your own tendencies and biases. 

Classroom Strategies to Address Implicit Bias 

Learning to recognise and address implicit bias in the classroom helps to create a culture of inclusion, where students feel welcome and supported.

Some useful classroom strategies to address implicit bias may include 

• Reflective teaching 
• Increasing awareness 
• Creating inclusive learning environments 
• Engaging with students and accepting feedback

Reflective teaching 

Reflective teaching requires teachers to take the time to analyse and evaluate their own classroom choices and consider their efficacy. Reflective teaching methods may include a mixture of self-assessment, classroom observations, evaluating student feedback or consulting academic sources on the subject. 

Reflective teaching is a continuous process that allows teachers to ensure the lessons they deliver resonate with the changing needs of students. 

Increasing awareness 

Becoming aware of any potential bias is the first step in addressing the issue. Awareness can be spread using self-help assessments and strategies, mandatory training and digital tools. 

To begin with, teachers should think about where bias may exist in the classroom and then how teaching materials and classroom environments can be adapted to become more in line with anti-bias training. 

Creating inclusive learning environments 

How inclusive a learning environment is can be influenced by a number of factors including:

• Learning materials 
• Classroom layout 
• Décor (including posters, displays, photographs, infographics etc) 
• How far (and fairly) students are able to participate in lessons and discussions 

To create a more inclusive learning environment it is important to select learning resources (such as textbooks, case studies etc) that reflect diverse cultures, genders and perspectives. However, it is equally important not to deliver teaching that relies on stereotyping and assumptions based on these decisions. For example, thinking that a male student will not engage with the story of the Suffragettes in the same way as a female student is an example of implicit bias. 

When making decisions about selecting diverse resources, try to avoid making assumptions about how particular students will react to them and focus more on delivering effective teaching that promotes equal opportunities for all. It is also vital to allow for equal participation and to address stereotypes within the classroom.

Tips to encourage equal participation in the classroom include

• Try to ensure that all students feel valued and included 
• Observe the dynamics within group work activities and make suggestions and adjustments where needed to enhance collaboration 
• Use inclusive classroom policies and encourage a culture of respect and understanding 
• Actively address stereotyping and discuss why it is problematic
• Encourage students to ask questions and employ critical thinking 

Engaging with students and accepting feedback

Students are uniquely placed to give feedback on how teaching in the classroom affects them, how fair they perceive classroom practices to be and how represented they feel within teaching materials. Student feedback can help to inform reflective teaching practices and help teachers to identify areas of strength and weakness in lessons.

We will look at the role of student dialogue and empowerment in more detail later in the article. 

School-Wide Initiatives for Implicit Bias Reduction

Awareness and understanding of implicit bias are key to addressing the issue across schools and educational establishments. Implicit bias has the potential to affect students beyond their classroom learning and can also affect their opportunities to participate in sports, enrichment activities and after-school clubs. 

School-side initiatives to reduce implicit bias include:

• Professional development and inclusion training
• Diverse staffing and leadership
• Bias-responsive policies

Professional development and inclusion training

Institutions need to invest in comprehensive, ongoing training in recognising and addressing implicit biases for teachers, administrators and support staff. This training should cover:

• Anti-bias teaching strategies 
• Culturally responsive teaching strategies 
• The importance of diversity, equity and inclusion initiatives (DEI)

Training may include online training, classroom learning or hands-on workshop style activities. Training should encourage school staff to think about practical, real-life examples in the classroom, examine their own teaching practices and reflect on their own attitudes and biases. 

Anti-bias training should be seen as an ongoing process of continuous learning that requires continuing commitment from all school staff, from the top down. The school management team (SMT) should be modelling inclusive behaviour and offering advice and support to other teaching staff. 

Diversity, equity and inclusion initiatives (DEI) can have a positive effect on the culture of a school, making for a more positive and productive learning environment. 

DEI initiatives include using a rich and diverse curriculum, understanding how to use culturally responsive teaching methods, supporting equal access to education and enrichment for all and employing a diverse workforce. 

Diverse staffing and leadership

Research shows that children perform better academically when they are taught by teachers from a diverse range of backgrounds. However, many schools are failing to diversify their workforce; research has found over 55% of primary schools in England have no ethnic minority teachers. 

Underrepresentation of ethnic minorities amongst teachers is not the only hindrance to diversity in education. We know that women are significantly underrepresented in science, technology, engineering and mathematics (STEM) careers. Research suggests that the primary cause of this underrepresentation is cultural in nature; rather than due to a lack of interest or skill shortage, gender stereotyping is mostly to blame. 

Stereotypes negatively affect the education, hiring, promotion and retention of women in STEM. Young girls need to see female role models teaching science, technology, engineering and maths to show them that this is a legitimate career path for women. 

A diverse teaching and leadership team can offer positive role models for children from a range of backgrounds, which in turn may inspire and support students to aspire to do well at school and reach their full potential. 

Bias-responsive policies

Schools should be monitoring, reviewing and adapting their behaviour and punitive policies in line with anti-bias training to ensure that students from marginalised communities are not disproportionately punished.

Additionally, institutions should ensure that all pupils are given equal access to equipment, resources, opportunities, extracurricular activities and academic support, regardless of their background. 

Promoting Dialogue and Student Empowerment 

To promote dialogue and empower students, schools should consider:

• Creating safe spaces where students can openly discuss their experiences relating to bias, discrimination and inclusion 
• Ensuring that they respond to issues such as accusations of bullying or theft without implicit bias and carry out fair and lawful investigations 
• Using mentorship programmes that promote diversity and inclusivity practices and promote positive role modelling behaviour 

Engaging families and communities and allowing them to have a voice can help to strengthen relationships between schools, students and their wider support network. Engaging with people from a wide range of backgrounds offers a diversity of thought which may help to inform more inclusive practices that can empower disenfranchised students. 

Conclusion 

Implicit biases in education can foster negative attitudes and lead to teachers making incorrect assumptions about the skills and abilities of their students that can significantly limit their performance at school. Unlike explicit bias, implicit bias is something we are not consciously aware of; however, it can cause just as much damage as purposeful action. 

Addressing implicit bias in education is an ongoing process that requires a commitment from both individual teachers and wider institutions. 

It is crucial that all educators and schools take steps to actively engage in bias-reduction strategies to foster a more inclusive and equitable education system to improve the wellbeing and outcomes for all students, from all backgrounds.