Track

Research Proposal / Learning Theories and Pedagogy

Proposal Abstract

This SOTL Project examined the effects of an interactive lesson on implicit bias on the knowledge and attitudes regarding implicit bias of undergraduate students across 3 disciplines at a university in the South Eastern United States. A quasi-experimental design involving a pre and post-test given to participating students and a control group was used to determine the effect of the lesson. Pre and post test measures included open-ended questions that were analyzed for themes.

Proposal Description

Description

Implicit bias represents the subconscious opinions and attitudes we hold regarding individuals who differ from us with regard to ethnicity, gender, sexual orientation and so forth. Research indicates an important first step in developing cultural competence and anti-bias attitudes is awareness. Discussing bias often poses discomfort for students, especially for those with limited exposure to diversity. At our university students are predominantly white and many come from the western region of North Carolina where there is little ethnic and racial diversity. Recent happenings on campus reveal racial tensions and an urgent need for dialogue amongst our students.

Six professors representing three disciplines collaborated on an interactive lesson designed to help students understand implicit bias and learn strategies for countering the effects in their actions and decisions. Faculty reviewed literature on teaching implicit bias to develop the lesson that engages students in discussion and assessment of their own implicit bias, presents real-world examples of the effects of bias and asks students for a commitment and strategies for countering implicit bias.

Research Design:

A quasi-experimental design addresses the question: What are the effects of a lesson on implicit bias on the knowledge and attitudes of undergraduate students in a rural southwestern university?

Students from 12 classes were given a pre and post-test. Six classes were engaged in the lesson on implicit bias, the other six were given readings on implicit bias. Pre and post-test questions include multiple choice items designed to measure knowledge of implicit bias. Likert scale items asked students to rate their attitudes regarding implicit bias. Open-ended questions asked students to identify their commitment to and strategies for countering implicit bias.

We will present our data analysis ( in progress), engage audience in parts of the lesson, and discuss recommendations for pedagogical considerations for teaching about implicit bias.

Session Format

Presentation Session

Location

Room 1

Publication Type and Release Option

Presentation (Open Access)

 
Mar 29th, 11:00 AM Mar 29th, 11:45 AM

Pedagogical Considerations in Teaching Implicit Bias

Room 1

This SOTL Project examined the effects of an interactive lesson on implicit bias on the knowledge and attitudes regarding implicit bias of undergraduate students across 3 disciplines at a university in the South Eastern United States. A quasi-experimental design involving a pre and post-test given to participating students and a control group was used to determine the effect of the lesson. Pre and post test measures included open-ended questions that were analyzed for themes.