Implicit Bias in the Classroom

Doug, or DJ as his friends called him, sat in his fifth grade reading class bored out of his mind.  Everyday in class Ms.Wright went on and on about books and characters that meant nothing to him.  Sure, he read the books and did his homework daily, but it didn't matter.  Ms. Wright never called on him or highlighted his work like she did some of the other kids.  So he just did his best to suffer through until his favorite class, science, started.  Now his science class was amazing!  He was often the group leader and he felt included instead of invisible.  Ms. Wiggins even posted some of his work on the bulletin board, which made DJ feel proud and want to work even harder.

What's the difference in these two classrooms?  It could be a simple, yet impactful concept known as implicit bias.  Implicit bias is the subconscious bias we all have and sometimes show towards others.  In the classroom, this can cause teachers to subconsciously believe that boys of color do not care about their education.  It can even make teachers feel that black boys are somehow dangerous in comparison to their white peers. 

When the U.S. Department of Education Office for Civil Rights released school discipline data earlier this year, there was a clear racial disparity that raised the specter of implicit bias in the classroom. For example, a black student is three times more likely to be suspended or expelled than a white student. Furthermore, although black students comprise only 16 percent of all student enrollment, they represent a staggering 31 percent of students “subjected to a school-related arrest.”

So what's a teacher to do?  There is no one right answer and certainly no quick fix to this issue.  It starts with awareness and understanding.  Here's what you should know:

• We all have some degree of implicit bias towards other people
• Racial bias is not the same as racism
• Saying (or believing) "I don't see color" is not a solution and is even offensive to many people of color
• Uncovering implicit bias and guarding against it is a responsible and necessary step
• There are numerous implicit bias tests, including one from the Southern Poverty Law Center,  Implicit Association Test to uncover these hidden biases.

There are students like DJ in classrooms all across America.  DJ and all children deserve the gift of reading.  As teachers, we must be mindful of our biases and not allow them to deprive a child of the magic that happens when he reads a book.  Happy Reading!

Literacy is LIFE!

The National Center for Education Statistics reports that in 2012, approximately 21 percent of school-age children in the United States were in families living in poverty. The percentage of school-age children living in poverty ranged across the United States from 11 percent in North Dakota to 32 percent in Mississippi. That's over 11 million children.  How do these number impact what happens in our homes and in our classrooms?  Why are many children living in poverty also struggling readers?

Consider a family in poverty.  Perhaps a single mother with three children who earns less than $12,000 each year.  This working mother has a number factors that could ultimately impact the educational achievement of her children.  The greatest of these is stress.  Worried about providing shelter and food, this mother is not likely to spend 20-30 minutes a day reading to or with or children.  She is not likely to be able to provide a print-rich home environment.  Her children may own few or no books.  The conversations in this home are likely revolved around directives and lack what one would consider rich dialogue. Family vacations, camping, trips to museums, visits to the zoo or ballet and other activities that build crucial background knowledge are out of the question.

As a result, children in poverty:

• Know about 4,000 words in 3rd grade compared to 12,000 words for children in middle income families
• At age 4, children in poverty are about 18 months below (cognitively) what is normal for the age group
• Before entering kindergarten, the average cognitive scores of children from high SES levels is 60% higher than children from low SES levels
• Lack background knowledge and access to academic experiences that are key to enhancing literacy skills

So what is the solution?  Clearly this is a complex issue.  One thing is certain:  All children deserve an opportunity to learn and to read.  As educators and as members of our community, we must provide support, develop relationships and understand the challenges that are faced by many families.  If you are in the Rowan County, NC community, please be sure to support the Tsunami Development Literacy Program.  We need volunteers, books and funding so that we can add a layer of support to the kids in our community.  We believe that Literacy Impacts Future Endeavors.  Literacy is LIFE.  Follow us on Twitter @tsunamigroup, like us on Facebook and check out our video at  https://vimeo.com/114309094.  We appreciate your support!  Happy Reading!