1. Reach and Teach EVERY Student
MICRO-MESSAGING
Reach and Teach EVERY Student
Idaho PTE Summer Conference
July 21, 2015
National Alliance for Partnerships in Equity
Idaho State Division of Professional-Technical Education
College of Southern Idaho
Crystal Ayers, M.Ed.
Department Chair, Business and Economics
College of Southern Idaho
Patricia Weber, M.Ed.
Director, Center for New Directions
College of Southern Idaho

2. KEY TAKE AWAYS
Introduce a new model for educator engagement to achieve equity in the classroom and equality in student outcome.
Become aware of implicit bias that underlies the micro- messages.
Understand micro-messaging as a form of communicating implicit bias in the classroom and in our culture.
Begin to address micro-inequities and apply micro- affirmations in the classroom.

3. Accumulation of (Dis)Advantage
The Culture Wheel
Cultural Stereotypes
Bias
Micromessages
Accumulation of (Dis)Advantage
Self-efficacy
Behavior
National Alliance for Partnership in Equity
Leads to success in career/school
Culture shapes our beliefs
Culture forms our biases about people
Belief in abilities
Educator Point of Interruption
Subtle messages add up
Communicate our biases

5. Feisty. Seductive. Intelligent
Feisty. Seductive. Intelligent. Used to describe individuals, these adjectives pose no particular problem. Used to describe groups of people, however, these adjectives may constitute stereotypes. What is a stereotype? Stereotypes are qualities assigned to groups of people related to their race, nationality and sexual orientation, to name a few. Because they generalize groups of people in manners that lead to discrimination and ignore the diversity within groups, stereotypes should be avoided
Stereotypes are qualities assigned to groups of people related to their race, nationality, gender, faith and sexual orientation, to name a few. Because they generalize groups of people in manners that lead to discrimination and ignore the diversity within groups.
Stereotypes are oversimplifications of people groups widely circulated in certain societies. In the United States, racial groups have been linked to stereotypes such as being good at math, athletics and dancing. These stereotypes are so well-known that the average American wouldn’t hesitate if asked to identify which racial group in this country has a reputation for excelling in basketball. In short, when one stereotypes, one repeats the cultural mythology already present in a particular society.
Stereotypes are also complicated because when they factor in race and sex, members of the same group may be pegged very differently. Certain stereotypes apply to Asian Americans generally, but when the Asian-American population is broken down by sex, one finds that stereotypes of Asian-American men and Asian-American women differ. Stereotypes involving race and gender may peg the women of a racial group as attractive and the men as the exact opposite or vice versa.
Both negative and positive stereotypes exist, but even the latter do harm. That’s because all stereotypes are limiting and leave little to no room for individuality. Perhaps a child belongs to a racial group known for being highly intelligent. This particular child, however, suffers from a learning disability and struggles to keep up with his classmates in school. Because his teacher buys into the stereotype that this child is supposed to excel in class because “his people” are highly intelligent, she might assume that his poor marks are because he’s lazy and never do the investigative work needed to discover his learning disability, saving him from years of struggle in school.
It’s oft said that stereotypes are rooted in truth, but is this a valid statement? People who make this argument often want to justify their use of stereotypes. The problem with stereotypes is that they suggest that groups of people are inherently prone to certain behaviors. Perhaps a society barred a group of people from practicing certain professions but welcomed them in others. Over the years, members of the group became associated with the professions they were actually allowed to practice. This came about not because of any inherent talent in these fields but because they were the professions that allowed them to survive. Those who spread stereotypes ignore social factors and make links between groups of people and certain skills, activities or behaviors where none inherently exist.

6. Activity 1: Have small groups make a list of the “cultural /stereotypes” they feel they represent at their table. Have the lists brought up to a larger flip chart. Discuss all the impact of all of these stereotypes we carry and as an educator, all the stereotypes in the classroom.

7. SOLVE THIS POPULAR BRAIN TEASER
A father and his son were in a car accident. The father is killed and his son is seriously injured. The son is taken to the hospital where the surgeon says, “I cannot operate because the boy is my son.”
40 to 75 percent of people still cannot solve it
Those who do solve it struggle with the concept of a woman as a surgeon.

8. Stereotypes are reinforced by media
Stereotypes are reinforced by peers/colleagues
Your students already come to you with reinforced stereotypes

11. Accumulation of (Dis)Advantage
The Culture Wheel
Cultural Stereotypes
Bias
Micromessages
Accumulation of (Dis)Advantage
Self-efficacy
Behavior
National Alliance for Partnership in Equity
Leads to success in career/school
Culture shapes our beliefs
Culture forms our biases about people
Belief in abilities
Educator Point of Interruption
Subtle messages add up
Communicate our biases

12. Implicit Bias is a positive or negative mental attitude that a person holds at an unconscious level.
We all carry them from a lifetime of experiences with social groups – age, gender, race, ethnicity, religion, social class, sexuality, disability status, or nationality.
In contrast, an explicit bias is an attitude that somebody is consciously aware of having.”
Our implicit and explicit biases often diverge.
– For example, a person may consciously express a neutral or positive opinion about a social group that they unconsciously hold a negative opinion about.
Ideas and habits ingrained over years and years
“Blindspot” is a metaphor to capture that portion of the mind that houses hidden biases.

13. A hidden – or implicit – bias is a preference for or against a person, thing, or group held at an unconscious level. This means we don’t even know that our minds are holding onto this bias.
In contrast, an overt – or explicit – bias is an attitude or prejudice that one endorses at a conscious level.
Bias can also exist in a positive sense. We may favor our family, our community and people with whom we feel a connection based on shared characteristics or experiences.
A hidden – or implicit – bias is a preference for or against a person, thing, or group held at an unconscious level. This means we don’t even know that our minds are holding onto this bias. In contrast, an overt – or explicit – bias is an attitude or prejudice that one endorses at a conscious level. Research on hidden bias reveals that in spite of the best intentions, most people harbour deep-seated resistance to the “different,” whether that difference is defined by such evident factors as race, gender, ethnicity, age or physical characteristics, or more subtle ones such as background, personality type or experiences. Bias can also exist in a positive sense. We may favour our family, our community and people with whom we feel a connection based on shared characteristics or experiences. These implicit biases are not deliberately or consciously created; they are products of our brain’s self-generated definition of normal, acceptable or positive, and they are shaped by many factors – from past experiences – to our local or cultural environment, to the influence of social community and media. We don’t consciously construct these definitions of normal or different, good or bad, acceptable or unacceptable. In fact, implicit and explicit biases often diverge; our hidden biases may exist in spite of our genuine desire to be bias-free and in direct contradiction of the attitudes we believe we have.

14. First Impression Activity
Pick two people you would sit next to.
Pick two people you would not sit next to.

15. 1 3 2 4 7 6 5 9 8 10

19. “Hidden biases are neither a moral failing, nor a sign of a bad person
“Hidden biases are neither a moral failing, nor a sign of a bad person. Most people have them. So it isn’t a matter of being ashamed or embarrassed — as long as we work to identify and overcome our unconscious attitudes and act differently. It starts with making the unconscious conscious.” Zabeen Hirji, Chief Human Resources Officer, RBC

20. https://implicit.harvard.edu/implicit/demo/

21. Male
Female
sister
mother
uncle
father
brother
aunt

22. Liberal Arts
Science
physics
history
music
English
chemistry
math

23. math brother music uncle history mother sister father aunt physics
Liberal Arts
Female
Science
Male
math
brother
music
uncle
history
mother
sister
father
aunt
physics
English
chemistry

24. math brother music uncle history mother sister father aunt physics
Liberal Arts
Male
Science
Female
math
brother
music
uncle
history
mother
sister
father
aunt
physics
English
chemistry

25. Conduct research on yourself.
Assume you have them.
Conduct research on yourself.
Make a list of groups different from you and your group.
Assume that you have them. We all do.
Conduct research on yourself. What are some behaviors that suggest you may have some hidden biases about particular groups.
Do you hire the same type of people all of the time?
Is your circle of friends fairly homogenous?
Do you find racial/ethnic, gender, LGBT differences something that you would rather not talk about or address?
Do you laugh at jokes about other groups?
Make a list of groups that are different from you and your group. It is human nature to be more positive about groups we are a part of than those we are not. The Winters Group conducts an exercise where we have participants self-select into three groups: Friendly helper, Logical thinker or Tough battler. After brainstorming adjectives that describe the group they chose, we ask them to come up with adjectives that describe one of the other groups. Invariably, the list of adjectives for their group are more positive than those for the other group. It follows basic “in-group/out-group” theory.
Do you interact with these groups?
Do you know much about these other groups?
What adjectives would you use to describe the other groups on your list?
Ask a trusted friend or associate how he/she perceives you. It is often hard for our friends, family and associates to give us honest feedback. Let them know that you really do want to know.
What are some behaviors that they may have noticed that would suggest you have unconscious bias about a particular group?
Examine your worldview.
Do you tend to think in absolutes…right and wrong…good and bad or do you think more in relative terms. Something may not be right for you but you can understand how it could be right for others?
Do you tend to make quick judgments about what you see or are you more reflective until you have additional information?
When you see behaviors that are different, do you interpret them from your cultural lens or do you describe in neutral terms until you have additional information?
Ask a trusted friend or associate.
Examine your worldview.

26. Accumulation of (Dis)Advantage
The Culture Wheel
Cultural Stereotypes
Bias
Micromessages
Accumulation of (Dis)Advantage
Self-efficacy
Behavior
National Alliance for Partnership in Equity
Leads to success in career/school
Culture shapes our beliefs
Culture forms our biases about people
Belief in abilities
Educator Point of Interruption
Subtle messages add up
Communicate our biases

27. What are Micro-messages?
Small, subtle, often subconscious message we send and receive in our communication with others in the form:
These messages can be either negative (micro- inequities) or positive (micro-affirmations) .
So, what is micro messages? Micro-messages can be negative or positive. Micro-messages are small, subtle, often subconscious messages we send and receive in our communication with other.
The messages come in forms of
Gestures
Word choices
Treatment
Tone of voice
As we move forward, you will better understand how micro-messages influence those around you.

32. Micro-Messages
Negative micro-messages which cause people to feel devalued, slighted, discouraged, or excluded
Micro-inequities
Micro-affirmations
Positive micro-messages which cause people to feel valued, included, or encouraged

33. Lands End Catalog 2012

34. Lands End Catalog 2012

35. Negative Implicit Bias = Micro-Inequities
Unconscious
Unintentional
Subtle
Based on the Land’s End catalogs, would you agree with the micro inequities? At first glance, the catalog probably doesn’t mean a whole lot, but over time the implicit bias's accumulate and the impact is powerful. Though our next video is specific to females, you need to be aware micro-inequities impact everyone.
Pervasive
POWERFUL

37. Key Micro-Messaging Elements
Micromessages
Verbal
Para-Verbal
Non-Verbal
Contextual
Omission
Praise and Criticism

38. Key Micro-Messaging Elements
What is said
Feedback messages
Micromessages
Verbal
Para-Verbal
Non-Verbal
Contextual
Omission
Praise and Criticism
How it’s said
Body language
What is not said or not done
Who or what else is present-culture, artifacts, etc.

39. Why Think About Micro-Messaging?
Small and seemingly insignificant behaviors may
result in unfavorable learning outcomes.
Impact Is More Important Than Intent!
Engagement with students in the classroom
Intent
Impact
Teacher
Micro-messaging
Student
Performance
Intent vs. Impact Your intentions may be good, but the impact your behavior has may be different from the other person's viewpoint.
Effects of Micro-inequities for women in STEM…
Self-fulfilling prophecy are commonly communicated through micro-inequities which occur in the course of everyday exchanges
Student perceptions, whether accurate of not, cause beliefs that impact learning behavior.
Training is necessary because of mixed micromessaging (deliberate efforts to affirm or negate with unconscious words or behaviors)
Micromessaging Inventory:
Accompanying gestures
Tone of voice
Word usage
Behaviors given context

40. Micro-Affirmations Lead To…
Open-Ended Thinking
Willingness to Take Risks
Improved Caring about Learning
Engaged in Learning
As a reminder, Micro-affirmations build people up. Next, we will do a short exercise with you and a partner “Examine the Small”
Interested in Non-Traditional Fields
Enhanced Creativity and Innovation

41. One Thing…
One thing you will start doing/saying… One thing you will stop doing/saying…
Before we leave, think about the one think you can start doing/saying and one thing you cans stop doing/saying
How will this ONE thing change your behavior and in turn change the behavior of others around you?
You have a pamphlet with strategies to help you with strategies in the classroom. It will take time, but if you are aware of what you can change, your small changes will make big impacts on your students.

42. For More Information…
National Alliance for Partnerships in Equity (NAPE)
Project Implicit by Harvard
Adrian San Miguel, Centers for New Direction, Idaho Division of Professional-Technical Education or
We appreciate your time with us today. There is a great deal of information to cover, but we felt a general overview was important. For additional information, please go to the links on this slide or contact Adrian at the State PTE office.
Again, thank you for your participation. May each of you have a successful school year.