Unconscious Bias: Raising awareness
in teaching and learning
Debby Cotton, Jennie Winter and Reema Muneer
Context
Methods
There is increasing evidence that we all form stereotypical associations and make inaccurate judgements about people (positive
or negative), without explicitly being aware that we are doing so
(Greenwald and Krieger, 2006). This is termed unconscious or implicit bias, and its effects may be exhibited through ‘micro-behaviours’. The impact of unconscious bias on certain groups (particularly
women and ethnic minorities) can be very serious. Student interactions (in group work etc.) may also be influenced by unconscious
bias (Cotton et al., 2013), and it may impact on marking where this
is not anonymous (Fleming, 1999).
•Developing a ‘7 steps’ document for use in educational and staff
development across the university and a Xerte learning object http://xerte.plymouth.ac.uk/play.php?template_id=1351
which includes interactive video materials and online tests.
•Workshop running and collection of evaluation feedback.
•Introducing the concept of Unconscious bias and promoting our
recources to other Educational Developers at the SEDA SPRING
Conference in Manchester.
What steps can we take to reduce its impact?
Unconscious biases cannot easily be removed from our thinking, but
our need not be based upon them. Recognising their existence and
impact, a consciously take them into account and override them.
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Recognise that everyone uses unconscious bias
Identify your biases
Avoid snap decisions and consider assessment
criteria carefully
Incorporate examples which question stereotype and
value diversity
Encourage participants of under-represented groups
in class
Adopt an affirming approach
Create an atmosphere of openness in discussing baises
and best practices to minimise them
Feedback
“A great first step in consciousness raising and enabling me to pause
and check myself in the area of unconscious, automatic assumptions
I make routinely. I felt supportive and accepting which enables me to
feel more relaxed and able to share.”
“Your project sounds very interesting - will be in touch....fascinating
area.”
“Advertise it under a different name, to people they think don’t need
it (because they treat everybody the same!)”
“It was an open and honest session about something that is often
considered taboo.”
References
Borsuk, RM, Aarssen, LW, Budden, AE, Koricheva, J, Leimu, R, Tregenza, T, Lortie, CJ (2009) To
Name or Not to Name: The Effect of Changing Author Gender on Peer Review. Bioscience 59 (11):
986-989
Cotton, D.R.E., George, R. & Joyner, M. (2013) Interaction and influence in culturally-mixed groups.
Innovations in Education and Teaching International. 50 (3): 272-283.
Fleming, N. (1999) ‘Biases in Marking Students’ Written work: Quality?’ In Brown, S & Glasner, A.
Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. SRHE & Open
University Press.
Greenwald, A. and Krieger, L. (2006) ‘Implicit bias: Scientific foundations’, California Law Review,
pp. 945-967.
Milkman, K. L., Akinola, M. and Chugh, D. (2014) What Happens Before? A Field Experiment Exploring How Pay and Representation Differentially Shape Bias on the Pathway into Organizations.
Social Science research Network. Available online at: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2063742 (accessed 23/10/14)
Wenneras, C. and Wold, A. (1997) Nepotism and sexism in peer-review. Nature 387: 341 - 343
Please contact Professor Debby Cotton ([email protected]) for more information.