Slides at osf io2 huvz Implicit Bias Training
Slides at osf. io/2 huvz/ Implicit Bias Training is Teaching Calvin K. Lai Washington University in St. Louis
What the public is thinking about: PROFESSIONAL DEVELOPMENT SESSIONS
Implicit bias training means a lot of things Narrated Power. Point slides in an human resources training module Expert instructors who hold small & intensive multi-day workshops
Implicit Bias Training also means just one thing Implicit Bias Training: Efforts to educate people about implicit bias
IMPLICIT BIAS TRAINING IS JUST TEACHING “Does implicit bias training work? ”
Question: “Does teaching math work? ” 1. Work for what outcome? 2. What are they teaching? 3. Who’s learning it? 4. Who’s teaching it? 5. How are they teaching it? Answer: It COMPLETELY depends!
“Does implicit bias training work? ” 1. Work for what outcome? 1. Define learning outcomes 2. What are they teaching? 2. Content coverage 3. Who’s learning it? 3. Aspects of the audience 4. Who’s teaching it? 4. Aspects of the teacher 5. How are they teaching it? 5. Teaching practices
Reimagining a research paradigm for implicit bias training = teaching Study implicit bias training efficacy through consideration of… 1. Definition of learning outcomes 2. Content coverage 3. Aspects of the audience 4. Aspects of the teacher 5. Teaching practices
1. Define Learning Outcomes 1. Do they know the content? 2. Are they motivated to apply the content? 3. Do they apply what they’ve learned to their behavior? Knowledge Motivation Behavior
2. Content Coverage • What implicit biases are • How implicit biases are framed (e. g. , Cooley, Devine) • Strategies to intervene on hidden biases (if any) • Reducing discretion • Self-audits • Structural/policy changes (e. g. , Lewis)
3. Aspects of the Learner Are they unmotivated or motivated to address bias already? Bezrukova et al. , 2016
3. Aspects of the Learner What bias-related issues are they dealing with everyday? Rank-and-File Managers & Executives Students
4. Aspects of the Teacher • Teacher Expertise (Rice, 2003) Professors Trained Facilitators Motivated Co-Workers
4. Aspects of the Teacher • Teacher Expertise (Rice, 2003) • Teacher Identity (Gulker et al. , 2012) White Teachers Non-White Teachers
4. Aspects of the Teacher • Teacher Expertise (Rice, 2003) • Teacher Identity (Gulker et al. , 2012) • Teacher Rapport (Klem & Connell, 2004)
5. Teaching Practices What effective teaching practices are used? Active Learning Passive Exposure Johnson, & Smith, 1998; Prince, 2004
5. Teaching Practices How long is the training? Bezrukova et al. , 2016
After any given day of class, what do teachers expect students to retain 1 year later? “If you asked any teacher what they expected their students to *remember* from an hour-long class 1 year later, you’d be laughed out of the room. ”
Manage expectations! Educational intervention effects on student achievement tend to be small (Hattie, 2017): • Reducing class size: d =. 21 • Spaced/interleaved practice: d =. 21 • Homework: d =. 29 Transfer of Learning: (Perkins & Salomon, 1992) • Learning effects are largest on similar outcomes • Ex. ) knowing what implicit bias is • Learning effects are smaller on dissimilar outcomes • Ex. ) Having more non-White friends a year later
IMPLICIT BIAS TRAINING IS JUST TEACHING 1. Eliminate “all or nothing” thinking about efficacy 2. Set clear definitions for learning outcomes 3. Study factors relevant to teaching efficacy 4. Be humble about educational effect sizes
Acknowledgements Diversity Science Lab • Megan Wilson • Jackie Lisnek • Pierce Ekstrom • Aditi Vashist • Alicia Zhang • Max Klapow • Becca Clark-Callendar • Elena Murray Slides at osf. io/2 huvz/ Email calvinlai@wustl. edu Website calvinklai. wordpress. com Twitter @Calvin. KLai
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