1. Implicit Bias
Emelyn A. dela Peña, Ed.D.
Orlando White

2. Agenda
 HW due:Take two IATTests
 Unconscious/Implicit Bias
 Review Implicit AssociationTest
 Process the results of IAT tests
 Review how Implicit Bias shows up
 Brainstorm applications for your role

3. Getting
Started
 Introductions at your table
 Name
 Gender Pronouns
 Do we want an ice breaker question?

4. Expectations
 Be mindful of airtime
 Clarify assumptions
 Be mindful of body language
 Give folks grace
 Make space and take space
 What is said here stays here– what is learned here leaves here

5. Elements of
an Inclusive
Climate
(Hurtado,Milem,Clayton-
Pederson,&Allen,1998)
5
• How do people behave
towards each other and
get along (intergroup
relations?)
• Is this a place where
people nurture each
other?
• What are the
perceptions and
attitudes among and
between groups on
campus?
• Is this a place where
people can thrive?
• Who is present
here in this place?
• Who is not
represented and
why?
• Out of what history
are we growing ?
• What is our
institutional
legacy?
Historical
Legacy
Structural
Diversity
Behavioral
Climate
Psychological
Climate

6. WHITE NOTE:THIS IS FOR AN INTERACTIVE EXERCISE

7. Why
Unconscious
Bias?
 Why is it important to examine unconscious bias?
 Table Share

8. Why does implicit bias matter?
Consequences
A large body of social science evidence has shown that
unconscious, automatically activated, and pervasive cognitive
associations related to race, ethnicity, gender, age, sexual
orientation, and other identities can impact decision-making
and judgments without our awareness.These research findings
have serious, far-reaching implications for individuals in a wide
range of sectors.
Staats,C., Capatosto, K.,Wright, R. A., & Jackson,V.W. (2016). State of the science: Implicit bias review (2016 ed.).
Columbus, OH: Kirwan Institute for the Study of Race and Ethnicity,The Ohio State University.

9. Unconscious
bias and social
identity

10. What are
implicit biases?
Knownasunconsciousbias,
implicitsocialcognition,&
implicitassociation
 Attitudes (favorable and unfavorable) activated without
awareness or intentional control.
 Normal cognitive processes (everyone has them)
 Socialized within our culture (we are all raised in a context where
these are part of our upbringing and learning)
 Develop over the course of a lifetime through exposure to direct or
indirect messages through life experience, media, and news
programming, etc.
 Affects behavior and can result in discrimination of others based
on their perceived group membership. (biases have
consequences)
 Can also be internalized by members of groups targeted, affecting
performance (biases have consequences)
 Can be mitigated through intentional learning (there is hope)

11. Cycle of
Socialization
11

12. The Beginning
12

13. First
Socialization
13

14. Institutional
andCultural
Socialization
14

15. Enforcements
15

16. Results
16

17. Action &
Direction for
Change
17

18. TheCore
18

19. Cycle of
Socialization
19

20. ProperSitting  Note: this is an interactive exercise

21. TableShare
 How might your socialization as RF’s differ from the socialization
of your residents and RA’s?
 What generational differences might affect how we experience
our residential communities?
 Identify a time when you were confronted about a stereotype you
held—
 What was that experience like?
 What was your initial reaction?
 How did that affect you?

22. Implicit Bias
contd.
 We are all complicit- bias is pervasive
 Do not necessarily align with our declared beliefs or values
 Individuals generally favor our own in-group
 Unconscious bias is malleable

23. Implicit
Association
Test

24.  Reactions to your IAT
 Table share
 Group share

25. What feelings or reactions did you have upon learning your IAT
results?
25
JA
Table Group
Reflection

26. Unconscious
Bias &
Education
 Clark & Zygmunt evaluated teachers’ reactions to their racial and
skin tone bias as assessed by the IAT
 96 percent reported receiving results that indicated a preference
for European Americans and light skinned individuals
 Typified teachers’ reactions in one of five mutually exclusive
categories:
 disregard—33% questioned the validity of the IAT
 disbelief—26 % of respondents contended that the results did not
align to their declared beliefs
 acceptance—22% reflected that given their background and
experiences they may in fact harbor unconscious biases
 discomfort—9% accepted their results & and were uneasy with their
bias
 distress—10% of respondents expressed a level of elevated concern,
shame, and desire to change their preferences

27. How Implicit
BiasShowsUp
 Micro-Aggressions

29. Definition
Micro-
aggressions
“Brief and commonplace daily verbal, behavioral,
and environmental indignities, whether
intentional or unintentional, that communicate
hostile, derogatory, or negative racial, gender,
sexual- orientation, and religious slights and
insults to the target person or group”
(Sue, 2010, p.5)

30. Characteristics
 Constantly and continuously experienced
 Often committed unknowingly by well-intentioned
people
 IMPLICIT BIAS
 dismissed as innocent or innocuous
 gaps between our lived experiences
 Micro-level manifestations of enduring institutional
and systemic imbalances of privilege and power
 Can haveVerbal, Nonverbal, or Environment
Manifestations

31. Examples
 Examples
 Male administrators referred to byTitle (i.e. Dr.) while female
administrators referred to by first name or incorrectTitle (i.e. Ms.)
 Invitations or advertising for parties that have only heterosexual,
cisgender couples, or are racially themed
 Asking a multiracial person “What are you?”
 Telling a person of color they “speak good English”
 Avoiding eye contact or physical contact with a person with a disability
 Assuming everyone can afford to go on a Spring Break trip
 Consistently calling someone by the wrong gender pronoun

32. Other
Examples
 How have micro-aggressions shown up in your spheres of
influence?
 Table share
 Group share

33. Dilemmas
 Clash of lived experiences (e.g. racial realities)
 Perception that racism no longer exists because we had a Black
President
 Perception that sexism no longer exists because we have University
Presidents who are women
 Target and perpetrator interpret situation differently
 Invisibility of Unconscious Biases
 Perceived Minimal Harm of Micro-aggressions

34.  Both Perpetrators andTargets are impacted
 Psychological and Physical Consequences
 Micro-aggressive Stress

35. Micro-
affirmations
as ally
behavior
 Apparently small acts, which are often ephemeral and
hard-to-see, events that are public and private, often
unconscious but very effective, which occur wherever
people wish to help others to succeed
(Rowe, 2008).

36. Examples of
Micro-
Affirmations
 When students tell you they feel they have been targeted because of their
identity, you believe them
 Acknowledging that a Micro-Aggression may have occurred
 Visibly confronting inequitable, hostile, or biased behavior
 Stopping to ask for someone’s opinion or contribution who has not had a
chance to speak (in a group setting, during a meeting, in the dining halls)
 A flyer for a dance includes multiple representations (eg. same sex
couples, non-coupled people)

37. Impact of
Micro-
Affirmations
 consistent, appropriate affirmation of others can spread from one
person to another
 many micro-inequities are not conscious, but affirming others can
become a conscious as well as unconscious practice that prevents
unconscious slights
 acknowledging the existence and experience of micro-inequities
allows the individual to confirm that they did not imagine these
small, demeaning acts
(Rowe, 2008)

38. Questions to
consider
 How are micro-aggressions experienced by various groups?
 How can we address micro-aggressions as or shortly after
they occur
 How do effective mentoring practices and micro-
affirmations work to counteract the effects of micro-
aggressions?

39. For more
information
 Rowe, M. (2008). Micro-affirmations and micro-inequities. Journal of
the International Ombudsman Association, 1(1).
 Sue, Microaggressions in Everyday Life: Race, Gender, and Sexual
Orientation (Wiley, 2010)
 Sue (ed.), Microaggressions and Marginality: Manifestation, Dynamics,
and Impact (Wiley, 2010)
 Rollock, N. (2011). Unspoken rules of engagement: Navigating racial
microaggressions in the academic terrain. International Journal of
Qualitative Studies in Education

40. Questions/Final
Reflections