1. Identity Development Bias is a natural part of how we navigate the world. Building awareness of our own identities and biases will help make practices more equitable. This session will discuss identity development at the staff, student, family, school, and community level; and examine practices to build awareness of implicit bias. Milaney Leverson Regional Technical Assistance Coordinator WI RtI Center

2. Agenda School and Community Identity Development – identity development specific to practitioners and the impact of practitioners’ cultures and experiences on the school and classroom Student and Family Identity Development – strategies to gain knowledge of the cultures and experiences of families, students, and communities served by the school. Practitioner Identity Development Implicit Bias

3. Identity Development Identity development work must be systemic This work will not occur or sustain unless staff are provided support regarding when and how it can best happen

4. School and Community Identity People of the community; their beliefs, values, and expectations Shared experiences that shape the behaviors of community members The school’s place in the community: – Source of pride? Source of conflict? Connections between the school and community agencies/organizations Visibility of the school at community events

5. Student and Family Identity Practitioners learning about student and family backgrounds, cultures, and values Students understanding their own identity Awareness of own cultural background + development of self-worth = and DecreasedDecreased IncreasedIncreased Problem behavior in 4 th grade African American students. Academic and behavioral outcomes during middle school. IncreasedIncreased Smith et al., 2009; Thomas, Townsend, & Belgrave, 2003; Hughes et al., 2009

6. A note about labels… When discussing national or state data, we generally use categories defined by the Office of Management and Budget (1997) – Ethnicity: Hispanic or Latino or Not Hispanic or Latino – And one or more races that apply: American Indian or Alaska Native Asian Black or African American Native Hawaiian or Other Pacific Islander White These describe groups to which individuals belong, identify with, or belong in the eyes of the community. The categories do not denote scientific definitions of anthropological origins. http://nces.ed.gov/ipeds/reic/definitions.asp http://www.whitehouse.gov/omb/fedreg_1997standards http://nces.ed.gov/ipeds/reic/definitions.asp http://www.whitehouse.gov/omb/fedreg_1997standards

7. Hispanic or Latino A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. American Indian or Alaska Native A person having origins in any of the original peoples of North and South America (including Central America) who maintains cultural identification through tribal affiliation or community attachment. Asian A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. Black or African American A person having origins in any of the black racial groups of Africa. Native Hawaiian or Other Pacific Islander A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. White A person having origins in any of the original peoples of Europe, the Middle East, or North Africa. http://nces.ed.gov/ipeds/reic/definitions.asp http://www.whitehouse.gov/omb/fedreg_1997standards http://nces.ed.gov/ipeds/reic/definitions.asp http://www.whitehouse.gov/omb/fedreg_1997standards

8. Ethnicity and Race The traditional definition of race and ethnicity is related to biological and sociological factors respectively. Race refers to a person's physical appearance, such as skin color, eye color, hair color, bone/jaw structure, etc. Ethnicity relates to cultural factors such as nationality, culture, ancestry, language and beliefs. http://www.diffen.com/difference/Ethnicity_vs_Race

9. Practitioner Identity “Awareness of the dimensions of one’s own culture is a prerequisite to understanding the culture of others.” McAllister & Irvine, 2000 “To establish meaningful connections with students from different cultural backgrounds, research recommends acknowledging the cultural identity of students instead of being ‘colorblind.’” Cartledge & Milburn, 1996; Delpit, 1992; Ladson-Billings & Tate, 1995; Singleton & Linton, 2006; Weinstein et al., 2004

10. Practitioner Identity Practitioners must examine and understand: How and why they perceive the world the way they do Their own comfort level with issues of race, ethnicity, and educational and social disparities The background from which they develop and apply their expectations, procedures, routines, and practices The purpose of their expectations, procedures, and practices

11. It is imperative that staff examine their beliefs about what is “normal,” “appropriate,” or “acceptable” behavior. These notions are culturally defined and can vary greatly from person to person, thus providing the basis for disproportionate correction.

12. Research indicates that subjective behaviors more often result in disproportionate discipline for students of color (e.g., defiance, disrespect). (McIntosh, Girvan, Horner, & Smolkowski, 2014; Skiba et al., 2011)

13. What is implicit bias? Unconscious, automatic Based on stereotypes We all have it (even those affected by it) Generally not an indication of our beliefs and values More likely to influence: – Snap decisions – Decisions that are ambiguous

14. Police Officers use force when arresting African American children as opposed to White children (Goff et al., 2014) Arbitrators decide labor grievances in favor of men over women (Girvan, Deason, & Borgida, 2014) Pediatricians recommend less pain medication for African American children than White children with identical symptoms (Sabin & Greenwald, 2012) Implicit Bias predicts the extent to which…

15. Implicit Bias at Work Attractiveness – Real estate agents rated as more attractive sell homes for significantly higher prices (Salter, Mixon, & King, 2012) Height – One inch of height is worth $789 per year in salary (Judge & Cable, 2004)

16. Subjects randomly split into groups of 4 (employers and job candidates) – Job candidates paid by performance on timed math (adding sets of 2 digit numbers) – Employers paid if they chose the best of 2 job candidates Hiring criteria: – Appearance – Self-reported performance – Actual pre-test performance Implicit Bias and Gender (Reuben et al., 2014)

17. Implicit Bias and Race “the challenge is not a small number of twisted white supremacists but something infinitely more subtle and complex: People who believe in equality but who act in ways that perpetuate bias and inequality.” Nicholas Kristof, The New York Times What Would You Do Bike Thief Video Hidden cameras highlight how people respond when different actors pretend to steal a bike – https://youtu.be/NJEvw0bV8Ow

18. Misperceptions of Aggression (Hugenberg & Bodenhausen, 2003) Participants were shown a series of computer generated White and Black faces from scowling to smiling

19. Misperceptions of Aggression (Hugenberg & Bodenhausen, 2003) – Implicit bias was not related to perceptions of White faces – Those with higher implicit bias perceived Black faces as more angry

20. The Essence of Innocence (Phil Goff) Black boys as young as 10 years old were: – More likely to be mistaken to be older than their White peers (average overestimation: 4.5 years) – Less likely to be perceived as innocent and more likely to be perceived as responsible for their actions than their White peers of the same age Phillip Abita Goff et al., The Essence of Innocence: Consequences of Dehumanizing Black Children, 106 Journal of Personality and Social Psychology 526 (2014).

21. The Essence of Innocence: Police Interviews 176 police officers, mostly white males, tested on two types of bias: – Prejudice questionnaire (“It is likely that blacks will bring violence to neighborhoods when they move in.”) – Dehumanization: pairing blacks and whites with large cats, such as lions, and with apes. In reviewing these officers conduct records, those who dehumanized Blacks were more likely to have used force against a Black child in custody. Only dehumanization, and not police officers’ prejudice against Blacks, was linked to violent encounters with Black children.

22. The Essence of Innocence: College Students 264 mostly White, female undergraduate students from large public U.S. universities Rating the innocence of people (infants to age 25): – Children up to 9 years old judged equally innocent – Black children were considered significantly less innocent than other children at every age group beginning at age 10 Shown photographs alongside descriptions of crimes and asked to assess age and innocence – Overestimated age of Blacks by an average of 4.5 years – Found them to be more culpable than same-aged Whites Dehumanization and prejudice tests: – Similar results to police interviewed

23. Automatic Associations Our brains are wired to look for patterns When we are forced to make quick decisions, we use our automatic associations to respond Implicit stereotypes are automatic associations that are out of conscious control

24. Addressing the Issue

25. 1.We must be aware of our biases 2.We must be concerned about the consequences of our biases 3.We must know when biased responses are most likely 4.We must have replacement behaviors to respond in ways consistent with our values Conditions Necessary to Neutralize Implicit Bias (Devine et al., 2012)

26. A specific decision that is more vulnerable to effects of implicit bias Two parts: – The person’s decision state (internal state) – The situation What is a Vulnerable Decision Point?

27. As we become fatigued, our filters for appropriate behavior can be affected Effects of hunger (Gailliot et al., 2009) Decreases in willpower later in day – “The Morning Morality Effect” (Kouchaki & Smith, 2014) – Examples… Decision States: Resource Depletion (Girvan et al., 2014)

28. Levels of specificity: 1.All ODR/suspension decisions (general self-instruction routine) 2.Identify VDPs through national data 3.Use school or district data Situations: Options for Identifying VDPs

29. National SWIS Data (2011-12) 3,026,367 ODRs 6,269 schools 47 states, plus DC

30. Office Referrals by Problem Behavior

31. Office Referrals by Location

32. Office Referrals by Time of Day

33. Subjective problem behavior – Disruption, defiance, major vs. minor Non-classroom areas – Hallways Afternoons VDPs from national ODR data ambiguity LACK OF contact fatigue

34. Behavioral Expectations

35. Behavior Definitions Research indicates that subjective behaviors more often result in disproportionate discipline for students of color (e.g., defiance, disrespect) McIntosh, Girvan, Horner, & Smolkowski, 2014 Skiba et al., 2011

36. Problem Behavior Definitions

37. A Unidimensional View of Bias Racial Bias Disproportionate Discipline

38. Racial Bias Disproportionate Discipline Situation Vulnerable Decision Points Subjective BehaviorHungerVague Discipline System FatigueCommon AreasUnfamiliar with Student Multidimensional View of Bias

39. Poverty plays a role, but racial disproportionality remains, even when controlling for poverty – American Psychological Association, 2008 – Skiba et al., 2005 – Wallace et al., 2008 Addressing Common Questions “Isn't it all really about poverty?”

40. No evidence of different base rates of behavior for any subgroups – Bradshaw et al., 2010 – Losen & Skiba, 2010 – Skiba et al., in press Addressing Common Questions “Aren’t Black boys just more violent?”

41. No! Our research indicates that disproportionality comes from unconscious bias – that we’re not even aware of. – Banaji & Greenwald, 2013 – Greenwald & Pettigrew, 2014 – van den Bergh et al., 2010 Addressing Common Questions “Are you saying that all teachers are racist?”

42. When you see problem behavior, stop and ask yourself: 1.Is this a VDP? – Situation – Decision state 2.If so, use an agreed-upon alternative response Two-step Neutralizing Routine for Staff:

43. Neutralizing Routines for Reducing Effects of Implicit Bias Setting eventAntecedentBehaviorConsequence Lack of positive interactions with student Fatigue Loud complaints about work (subjective behavior) Send student to office (ODR) Student leaves class (Escape social interaction) Alternative Response “See me after class.” Self-assessment “Is this a vulnerable decision point?”

44. Brief If-then statements Clear steps Doable What makes for a good neutralizing routine?

45. Delay – “See me after class” Pause – Think it through before sending to office Use least exclusionary choice – Delayed ODR Speak with student – State your confidence in them – Ask about their needs privately What makes for a good alternative response?

46. “If this is a VDP, am I acting in line with my values?” “If defiance, keep in class” “If I am tired, delay decision until I can think clearly” Neutralizing Routine Examples

47. If this is a VDP…, – “See me after class/at the next break” – am I acting in line with my values? – take two deep breaths – recognize my upset feelings and let them go – picture this student as a future doctor/lawyer – model taking think time – delay decision until I can think clearly – ask the student to reflect on their feelings/behavior – know that’s Rock Head talking to me – “I love you, but that behavior is not ok” Neutralizing Routine Examples

48. Can also be used as pre-correction 1.Am I about to enter a VDP? 2.What are my values? 3.When I see problem behavior, I’ll use the alternative response Two-step Neutralizing Routine for Staff:

49. When you have to handle problem behavior, stop and tell yourself: 1.Don’t just do something, stand there! – Be sure you are ready to act in line with values – Get information from student and staff – Assess student-teacher relationship 2.Whenever possible, use an agreed-upon instructional response – Teaches missing skills – Connects student to school and staff Two-step Neutralizing Routine for Administrators: (Susan Barrett)

50. 1.Tell me what happened. 2.What you were thinking at the time? 3.What do you think about it now? 4.Who did this affect? 5.What do you need to do about it? 6.How can we make sure this doesn't happen again? 7.What I can do to help you? The Restorative Chat (Alton School District, Alton, IL)

51. Validate – Affirm – Build – Bridge Validate – To make legitimate that which the institution (academia) and mainstream has made illegitimate. Build – Making the connections between the home culture and language with the school culture and language through instructional strategy and activity. Affirm – To make positive that which the institution (academia) and mainstream media has made negative. Bridge – Giving opportunities for situational appropriateness or the utilization of the appropriate cultural or linguistic behavior. V A B B

52. Professional Development 1.Use data to identify: – The extent of the problem – Vulnerable Decision Points (VDPs) 2.Teach and practice: – Implicit bias – VDPs – Neutralizing routines 3.Follow up: – Ongoing coaching – Monitor progress with data

53. Shooter Task: Experiment about Implicit Stereotypes http://www.csun.edu/~dma/FPST/consent.html http://www.csun.edu/~dma/FPST/consent.html Implicit stereotypes are automatic associations that are out of conscious control Shown pictures of Black and White men and asked to indicate if armed or unarmed Research finds that the race of the person influences performance on the task even though race is not relevant to the task (Correll, Park, Judd, & Wittenbrink, 2002). – Researchers have found that people tend to be faster to shoot an armed target (in the experiment) if he is Black than if he is White

54. Implicit Association Test (IAT) https://implicit.harvard.edu/implicit/ https://implicit.harvard.edu/implicit/ Measures attitudes and beliefs that people may be unwilling or unable to report May be especially interesting if it shows an implicit attitude that the participant did not know about – For example, you may believe that women and men should be equally associated with science, but your automatic associations could show that you (like many others) associate men with science more than you associate women with science.

55. Questions or Comments