How Do Unconscious Biases and Stereotype Threat Affect the Achievement Gap Oregon Name Conference May 6, 2008

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´╗┐How Do Unconscious Biases and Stereotype Threat Affect the Achievement Gap? Oregon Name Conference May 6, 2008 Patrick Burk, Ph.D. Oregon Department of Education Jean Moule, Ph.D. Oregon State University

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Session Plan Outline: Racial and sexual orientation accomplishment holes in Oregon Increase in Diverse Student Population Teacher Diversity Participants: Complete paper IAT Discuss: How cognizant and oblivious predispositions in both instructors and understudies advise the accomplishment crevices.

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Gender Data

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Gender Data

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Gender Data

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A Crisis in Our State % of Students of Color in Oregon ____ % of Teachers of Color in Oregon ____

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Race/Ethnic Breakout by Newly Licensed Educators Prepared In Oregon and In Other States, 2005-06 Source: Teacher Standards and Practices Commission

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The Problem Achievement Gap Persists Classrooms Becoming More Diverse Shortage of Teacher Diversity Racial/Ethnic Mismatch Between Students and Teachers

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Question How does the bungle amongst understudies and instructors illuminate the accomplishment hole?

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Examples of Unconscious Biases Blink of an eye and Re-fensing Jamal and Keisha or John and Emily Stereotype Threat

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Unconscious Biases at Work Source: Dovidio, J. F., & Gaertner, S. L. (Winter, 2005). Partially blind or out and out visually impaired. The Nonprofit Quarterly, 12 (4).

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Thanks to the accompanying group for the following six slides Caryn Block Loriann Roberson Tarani Merriweather Presented at Teachers College, Columbia University Winter Roundtable, February 2008 "Reacting to Stereotype Threat: What We Know and What Remains Unanswered" 25

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What is generalization danger? Dread of being dealt with and judged by negative generalization about one's gathering Occurs when an individual is in an execution circumstance and knows that there is a negative generalization about their gathering that proposes they won't perform well Occurs paying little heed to whether the individual trusts the generalization Occurs paying little mind to the exactness of the generalization 26

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What are the conditions that prompt to generalization risk? The undertaking an individual is performing is pertinent to the generalization The errand is testing The individual is performing in a space she or he relates to The setting in which the assignment is being performed is probably going to fortify the generalization 27

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What are the results of generalization danger? Diminished accomplishment test execution Decreased transient undertaking execution Vast greater part of research has inspected these results 28

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Proposed components for impact of generalization danger on execution Physiological excitement Reduced working memory limit Anxiety Excess exertion Lowered execution desires Source: www.ReducingStereotypeThreat.org 29

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Intelligent, roused understudy confronts a troublesome, generalization applicable test Search for clarification of trouble Context fortifies generalization Stereotype strikes a chord Student performs test, however execution is disturbed by generalization risk Student gets to be baffled and demotivated Others expect understudy that execution precisely reflects capacity

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Documented in an extensive number of gatherings Women on math tests (Spencer, Steele & Quinn,1999) African-Americans on government sanctioned tests (Steele & Aronson, 1995) Hispanics on state sanctioned tests (Gonzales, Blanton & Williams, 2002) Low SES understudies on government sanctioned tests (Croizet & Claire, 1998) Women on arrangement errands (Kray, Galinsky & Thompson, 2002) Men on social affectability assignments (Koenig & Eagly, 2005) Whites on errands that require being non-supremacist (Richeson & Shelton, 2003) White men (contrasted and Black men) on athletic undertakings ( Stone, Sjomeling, Lynch, & Darley, 1999) White men (contrasted and Asian men) on a math tests (Aronson, Lustinga, Good, Keough, Steele, & Brown,1999) 31

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The IAT (Implicit Association Test) Source: Harvard University. Extend certain. Recovered April 26, 2007, from https://implicit.harvard.edu/understood/.

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The IAT (Implicit Association Test) Source: Moule, J. (in press ). Understanding oblivious predispositions and unexpected prejudice . The Kappan .

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A Paper IAT executive LISA housework SARAH business person DEREK flatware MATT cleaning TAMMY vocation BILL organization VICKY office STEVE head PAUL home AMY work PEGGY dishwasher MARK babies BOB marriage MIKE proficient MARY trader JEFF plant KEVIN family HOLLY pay SCOTT shopping DIANA business DONNA administrator EMILY clothing JOHN advancement KATE business JILL kitchen GREG youngsters JASON folder case JOAN front room ANN house ADAM

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A Paper IAT The words in this rundown are in four classes: MALE NAMES and FEMALE NAMES are in CAPITAL letters. Home-related and vocation related words are in lowercase.

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Round One IAT Go through the rundown from left to right line by line, putting a line through just every MALE NAME and every home related word. Do this as quick as possible.

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Round Two IAT The following rundown is the same as the last one. This time, experience the rundown putting a line through just every FEMALE NAME and every home-related word. Once more, Do this as quick as possible.

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A Few Suggestions on Intercultual Communications Source: Dovidio, J. F., & Gaertner, S. L. (Winter, 2005). Visually challenged or outright visually impaired. The Nonprofit Quarterly, 12 (4).

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A Few Suggestions on Overcoming Stereotype Threat . Reframing the undertaking Deemphasizing undermined social personalities Encouraging self-insistence Emphasizing elevated expectations with certifications of capacity Providing good examples Providing outside attributions for trouble Emphasizing an incremental perspective of capacity Source: http://reducingstereotypethreat.org/reduce.html recovered April 27, 2008

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