Format
Individual Presentation
First Presenter's Institution
THNK.ULTD, LLC
First Presenter’s Email Address
thnk.ultd@gmail.com
First Presenter's Brief Biography
Gregory W. Brown is an educational leader with 25 + years of experience in education at every level. Mr. Brown has served in leadership a the elementary, middle/high and alternative school levels. He is presently is completing his Ed.D at Nova Southeastern University in Instructional Leadership with a concentration in Brain Based Learning.
Location
Session Nine Breakouts (Sloane)
Strand #1
Heart: Social & Emotional Skills
Strand #2
Home: Family & Community Engagement
Relevance
There is compelling evidence linking implicit and explicit biases and disproportionate disciplinary procedures against Black students (Riddle & Sinclair, 2019). Carlo & Padilla‐Walker (2020) found that adults, as opposed to white pupils, were more likely to believe that Black youths' misconduct was caused by gang activities and other baseless or subjective causes.
These biases have negative consequences not only in school but the community. This presentation will elicit provoking thought on what our biases are and how they affect our students and surrounding community.
Brief Program Description
This topic is close to my heart. As a former alternative school principal I have seen what happens when we recognize our biases and are able to change our perspectives as it pertains to our students. We are in fertile ground amongst the chaos of the landscape in education right now. We have to introspect in order to be truly effective.
Summary
Everyone possesses unconscious attitudes, beliefs, and preconceptions that can be grouped into categories called implicit biases according to Wymer and Williford (2018). We all have unconscious prejudices toward other people based on factors such as race, gender, sexual orientation, disability status, and other social groups. Implicit biases, on the other hand, are not purposeful and, in fact, may be utterly contradictory to what a person consciously believes. This is in contrast to explicit biases, in which a person is aware of the bias they hold.
There is a correlation between various acts of prejudice and measurements of implicit bias (Costa, Pirchio, & Glock, 2022), in particular when compiled across geographic locations (Payne, 2017). Therefore, education researchers have begun quantifying teachers' racial prejudices in order to gain a better understanding of how they affect children. Despite the fact that these studies are limited in number, modest in scope, and are primarily conducted outside of the United States, researchers believe that this will help them better understand how racial prejudices affect children (Tropp, & Rucinski, 2022).
This presentation is geared toward defining implicit and explicit biases and provoking thought on how these biases affect the students and communities we serve.
Evidence
Gilliam, W. S., Maupin, A. N., Reyes, C. R., Accavitti, M., & Shic, F. (2016). Do early educators’ implicit biases regarding sex and race relate to behavior expectations and recommendations of preschool expulsions and suspensions. Research study brief. Yale University, Yale Child Study Center
Johnson, D. D., & Bornstein, J. (2021). Racial equity policy that moves implicit bias beyond a metaphor for individual prejudice to a means of exposing structural oppression. Journal of Cases in Educational Leadership, 24(2), 81-95.
Payne, B. K., Vuletich, H. A., & Lundberg, K. B. (2017). The bias of crowds: How implicit bias bridges personal and systemic prejudice. Psychological Inquiry, 28, 233–248
Pit-ten Cate, I. M., & Glock, S. (2019). Teachers' implicit attitudes toward students from different social groups: A meta-analysis. Frontiers in psychology, 10, 2832.
Staats, C. (2016). Understanding implicit bias: What educators should know. American Educator, 39(4), 29
Learning Objective 1
Define Implicit Bias and Explicit Bias
Learning Objective 2
Discuss implicit/explicit bias and its impact on decision making in schools and classroom settings
Learning Objective 3
Discuss strategies to effectively address implicit/explicit bias and the facilitation of culturally responsive school environments
Keyword Descriptors
Implicit Bias, Explicit Bias, Discipline, At Risk Students, Community
Presentation Year
2023
Start Date
3-8-2023 11:15 AM
End Date
3-8-2023 12:30 PM
Recommended Citation
Brown, Gregory W., "Implicit Bias and Explicit Bias : Thinking about What We Think About" (2023). National Youth Advocacy and Resilience Conference. 34.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2023/2023/34
Included in
Cognition and Perception Commons, Community Psychology Commons, Educational Leadership Commons
Implicit Bias and Explicit Bias : Thinking about What We Think About
Session Nine Breakouts (Sloane)
This topic is close to my heart. As a former alternative school principal I have seen what happens when we recognize our biases and are able to change our perspectives as it pertains to our students. We are in fertile ground amongst the chaos of the landscape in education right now. We have to introspect in order to be truly effective.