教师资源
什么是内隐偏见?
Implicit bias refers to the attitudes or stereotypes that affect our understanding, 行动, and decisions in an unconscious manner (“State of the Science: Implicit Bias Review 2017,“柯湾研究所”. Among the key attributes of implicit biases are the following:
- Implicit or Unconscious: Activated unconsciously and involuntarily, without being explicitly controlled
- Bias: This bias may skew toward either a favorable or an unfavorable assessment
- Pervasiveness: Implicit attitudes and stereotypes are robust and pervasive
- Universal:我们都有偏见! 的 literature shows that even those individuals openly and deeply committed to equity can hold unconscious or implicit biases. 有偏见是人类的天性. Ignoring this inhibits our ability to mitigate these biases.
As we build the resources page to support the Agnes Scott community in understanding implicit bias, we are focusing first here on 性别 and classroom biases, but the center’s staff is available to provide customized workshops and to lead conversations on all aspects of bias and mitigation, 和se pages will continue to be updated to reflect new information.
Learn more about implicit bias by exploring the following resources.
- 我是谁，有偏见?的 纽约时报 produced a series of six short videos (between 1 and 3 minutes each) on implicit bias and its effects.
- 如何克服我们的偏见? 勇敢地走向他们 Verna Myers in a TedxTalk offers three important calls of action for acknowledging our unconscious (and conscious) biases and changing our relationships with others, 尤其是年轻的黑人男性.
- 看起来不同 is an MTV campaign to help people “unlearn biases, open up conversations with family & friends and [get] specific things you can do to fight for what’s right. 的re are resources for educators, 种族信息, 性别, 以及反lgbt偏见, 消除偏见, and several other tips and 行动 to take.
- 内隐联想测验 Project Implicit is a non-profit organization founded by researchers from the University of Washington, 哈佛大学, 以及弗吉尼亚大学. Its goal is to educate the public about hidden biases and to function as a virtual laboratory for collecting data on unconscious bias. 的 link takes you to a page where you can take online implicit association tests (IATs) relating to different types of unconscious bias, 包括肤色偏好, 性偏好, the link between 性别 and science, 年龄偏好, the link between 性别 and family versus career, 种族偏好, 重量的偏好, 残疾的偏好, 和其他人. For an analysis of issues relating to IAT procedures and application, see Nosek et al (2005).
- Interrupting Bias in the 教师 搜索 Process的 University of Washington’s ADVANCE Center for Institutional Change created a training video and facilitation guide to help faculty search committees uncover and address unconscious bias in the faculty candidate evaluation process.
- 性别偏见学习项目 is a project of the Center for WorkLife Law UC Hastings College of the Law. 一定要去看看 偏见的模式 和 性别之战 选项卡.
- In 2018, 的 Chronicle of Higher Education asked members of the Academy to take on the theme of women and power in the academy and published their responses in 的 Awakening: Women and Power in the Academy
- 的 VMware Women’s Leadership Innovation Lab at Stanford University generates foundational research to advance women’s leadership by diagnosing barriers, developing and evaluating interventions to get beyond barriers, and disseminates research-based solutions by bridging the gap between research and practice.
- Bagues, M.塞洛斯-拉比尼，M., & Zinovyeva N. (2017). Does the 性别 composition of scientific committees matter?. American Economic Review, 107(4), 1207-38.)
- Cecchi-Dimeglio P. (2017). How 性别 bias corrupts performance reviews, and what to do about it. 哈佛商业评论，4月.
- Kardia D. B., & 赖特,米. C. (2004). Instructor identity: 的 impact of 性别 and race on faculty experiences with teaching. CRLT临时论文, 19, 1-8.
- 诺布罗克-维斯特维克称,年代.格林，C. J., & 巨大的,米. (2013). 的 Matilda effect in science communication: an experiment on 性别 bias in publication quality perceptions and collaboration interest. 科学传播, 35(5), 603-625.
- 进行,. W. (2005). Sex differences in faculty tenure and promotion: 的 contribution of family ties. Research in Higher Education, 46(3), 277-307.
- 特利克斯,F., & Psenka C. (2003). Exploring the color of glass: Letters of recommendation for female and male medical faculty. 话语 & 社会, 14(2), 191-220.
- National Excellence Leadership Academy Techniques for Improving Social Belonging in Digital Classrooms (Social Belonging and Student Success
- San Diego State University offers some great tips for Maintaining Equity and Inclusion in Virtual Learning Environments. 其他建议包括:
- Address microaggressions in discussion boards, chats, and other places where students interact
- Consider integrating culturally relevant materials
- Be aware of variation in students’ capacity to manage remote learning
- Be aware of how the current situation is impacting different communities
- OCR Short Webinar on Online Education and Website Accessibility