Implicit Bias Training for Stanford Resident Fellows
28 May 2023•0 j'aime•8 vues
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Implicit Bias training for Stanford Resident Fellows presented in April 2022 by Orlando White and Dr. Emelyn dela Peña for Residential Education in partnership with Vice Provost of Student Affairs (VPSA).
HW due:Take two IATTests
Review Implicit AssociationTest
Process the results of IAT tests
Review how Implicit Bias shows up
Brainstorm applications for your role
Be mindful of airtime
Be mindful of body language
Give folks grace
Make space and take space
What is said here stays here– what is learned here leaves here
5. Elements of
• How do people behave
towards each other and
get along (intergroup
• Is this a place where
people nurture each
• What are the
attitudes among and
between groups on
• Is this a place where
people can thrive?
• Who is present
here in this place?
• Who is not
• Out of what history
are we growing ?
• What is our
8. Why does implicit bias matter?
A large body of social science evidence has shown that
unconscious, automatically activated, and pervasive cognitive
associations related to race, ethnicity, gender, age, sexual
orientation, and other identities can impact decision-making
and judgments without our awareness.These research findings
have serious, far-reaching implications for individuals in a wide
range of sectors.
Staats,C., Capatosto, K.,Wright, R. A., & Jackson,V.W. (2016). State of the science: Implicit bias review (2016 ed.).
Columbus, OH: Kirwan Institute for the Study of Race and Ethnicity,The Ohio State University.
10. What are
Attitudes (favorable and unfavorable) activated without
awareness or intentional control.
Normal cognitive processes (everyone has them)
Socialized within our culture (we are all raised in a context where
these are part of our upbringing and learning)
Develop over the course of a lifetime through exposure to direct or
indirect messages through life experience, media, and news
Affects behavior and can result in discrimination of others based
on their perceived group membership. (biases have
Can also be internalized by members of groups targeted, affecting
performance (biases have consequences)
Can be mitigated through intentional learning (there is hope)
How might your socialization as RF’s differ from the socialization
of your residents and RA’s?
What generational differences might affect how we experience
our residential communities?
Identify a time when you were confronted about a stereotype you
What was that experience like?
What was your initial reaction?
How did that affect you?
22. Implicit Bias
We are all complicit- bias is pervasive
Do not necessarily align with our declared beliefs or values
Individuals generally favor our own in-group
Unconscious bias is malleable
25. What feelings or reactions did you have upon learning your IAT
Clark & Zygmunt evaluated teachers’ reactions to their racial and
skin tone bias as assessed by the IAT
96 percent reported receiving results that indicated a preference
for European Americans and light skinned individuals
Typified teachers’ reactions in one of five mutually exclusive
disregard—33% questioned the validity of the IAT
disbelief—26 % of respondents contended that the results did not
align to their declared beliefs
acceptance—22% reflected that given their background and
experiences they may in fact harbor unconscious biases
discomfort—9% accepted their results & and were uneasy with their
distress—10% of respondents expressed a level of elevated concern,
shame, and desire to change their preferences
“Brief and commonplace daily verbal, behavioral,
and environmental indignities, whether
intentional or unintentional, that communicate
hostile, derogatory, or negative racial, gender,
sexual- orientation, and religious slights and
insults to the target person or group”
(Sue, 2010, p.5)
Constantly and continuously experienced
Often committed unknowingly by well-intentioned
dismissed as innocent or innocuous
gaps between our lived experiences
Micro-level manifestations of enduring institutional
and systemic imbalances of privilege and power
Can haveVerbal, Nonverbal, or Environment
Male administrators referred to byTitle (i.e. Dr.) while female
administrators referred to by first name or incorrectTitle (i.e. Ms.)
Invitations or advertising for parties that have only heterosexual,
cisgender couples, or are racially themed
Asking a multiracial person “What are you?”
Telling a person of color they “speak good English”
Avoiding eye contact or physical contact with a person with a disability
Assuming everyone can afford to go on a Spring Break trip
Consistently calling someone by the wrong gender pronoun
Clash of lived experiences (e.g. racial realities)
Perception that racism no longer exists because we had a Black
Perception that sexism no longer exists because we have University
Presidents who are women
Target and perpetrator interpret situation differently
Invisibility of Unconscious Biases
Perceived Minimal Harm of Micro-aggressions
34. Both Perpetrators andTargets are impacted
Psychological and Physical Consequences
Apparently small acts, which are often ephemeral and
hard-to-see, events that are public and private, often
unconscious but very effective, which occur wherever
people wish to help others to succeed
36. Examples of
When students tell you they feel they have been targeted because of their
identity, you believe them
Acknowledging that a Micro-Aggression may have occurred
Visibly confronting inequitable, hostile, or biased behavior
Stopping to ask for someone’s opinion or contribution who has not had a
chance to speak (in a group setting, during a meeting, in the dining halls)
A flyer for a dance includes multiple representations (eg. same sex
couples, non-coupled people)
37. Impact of
consistent, appropriate affirmation of others can spread from one
person to another
many micro-inequities are not conscious, but affirming others can
become a conscious as well as unconscious practice that prevents
acknowledging the existence and experience of micro-inequities
allows the individual to confirm that they did not imagine these
small, demeaning acts
38. Questions to
How are micro-aggressions experienced by various groups?
How can we address micro-aggressions as or shortly after
How do effective mentoring practices and micro-
affirmations work to counteract the effects of micro-
39. For more
Rowe, M. (2008). Micro-affirmations and micro-inequities. Journal of
the International Ombudsman Association, 1(1).
Sue, Microaggressions in Everyday Life: Race, Gender, and Sexual
Orientation (Wiley, 2010)
Sue (ed.), Microaggressions and Marginality: Manifestation, Dynamics,
and Impact (Wiley, 2010)
Rollock, N. (2011). Unspoken rules of engagement: Navigating racial
microaggressions in the academic terrain. International Journal of
Qualitative Studies in Education
Is there where Eric/Jessica can introduce the topic and hand over to me and Orlando?
The term “environmental microaggression” refers to the numerous demeaning and threatening social, educational, political, or economic cues that are communicated individually, institutionally, or societally to marginalized groups. Environmental microaggressions may be delivered visually (Pierce, Carew, Pierce-Gonzalez, & Willis, 1978) or from a stated philosophy such as “color blindness” (Purdie-Vaughns, Davies, Steele, & Ditlmann, 2008; Stevens, Plaut, & Sanches-Burks, 2008). When people refer to the “campus climate” as hostile and invalidating, or when workers of color refer to a threatening work environment, they are probably alluding to the existence of environmental microaggressions (Solorzano, Ceja, & Yosso, 2000). It is important to note that these cues do not necessarily involve interpersonal interactions.
Four major psychological dilemmas confront targets when microaggressions make their appearance. First, there is a clash of racial, gender, and sexual-orientation realities, in which both
perpetrator and target interpret the situation differently. Second, because the bias is invisible, perpetrators are unaware that they have insulted or demeaned the target and are allowed to continue in the belief of their innocence. Third, even when microaggressions become visible, they are seen as trivial or small slights that produce only minimal harm. Fourth, targets are placed in an unenviable catch-22 position where they are “damned if they do” (choose to confront the perpetrator) and “damned if they don’t” (choose to do nothing).
research is beginning to reveal that microaggressions not only have detrimental impact on targets, but the perpetrators as well. Some of these findings suggest that perpetrators are likely to develop a warped sense of reality, callousness, anxiety, guilt, and other damaging effects.
Micro-aggressive stress refers to the impact on mental and physical health of the targets of micro-aggressions. The impact of micro-aggressions is generally subtle, not immediately visible, and
the effects are often delayed or not noticeable (internal struggle).
Microinsults and microinvalidations often come from a catch - 22 created by double messages (Sue, Capodilupo, et al., 2007). The type of conflict and stress occurs outside the view of well - intentioned perpetrators and observers. The internal conflict between explicit and implicit messages (meanings) creates an exceptionally stressful situation because it (1) fosters confusion between the overt message and one ’ s experiential reality, (2) implies perpetrators are not true friends or allies, (3) alters an important personal, social, or professional relationship with perpetrators, and (4) places targets in an unenviable position of ascertaining when, where, and how to resist oppression versus when to accommodate it (Pierce, 1988; Sue, Lin, Torno, et al., 2009).