How Do Unconscious Biases and Stereotype Threat Affect the Achievement Gap? Oregon Name Conference...
39
How Do Unconscious Biases and Stereotype Threat Affect the Achievement Gap? Oregon Name Conference May 6, 2008 Patrick Burk, Ph.D. Oregon Department of Education Jean Moule, Ph.D. Oregon State University
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Transcript of How Do Unconscious Biases and Stereotype Threat Affect the Achievement Gap? Oregon Name Conference...
How Do Unconscious Biases and Stereotype Threat Affect
the Achievement GapOregon Name Conference
May 6 2008
Patrick Burk PhDOregon Department of EducationJean Moule PhDOregon State University
Session Plan Outline
Racial and gender achievement gaps in OregonIncrease in Diverse Student PopulationTeacher Diversity
Participants Complete paper IAT Discuss How conscious and unconscious
biases in both educators and students inform the achievement gaps
3rd GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American81
AsianPacif ic Islander90
African American
87
Hispanic74
White90
All Students86
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006From 2002 to 2004 the percent students meeting the mathematics multiple choice standards climbed steadily for all raceethnicities and special education In 2005 all raceethnicities posted increases
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results dif fer from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
79
65
Multi racial
Special Education
5th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American77
AsianPacific Islander91
African American74
Hispanic72
88 White
All Students85
Special Education58
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of 5th grade students meeting the mathematics multiple choice standards climbed steadily for all categories except African American and Multi-Racial Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following waysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was takenRegardless of where the student took the test the highest score available is reportedAs per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
Multi-Racial amp
8th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American53
AsianPacific Islander78
African American45Hispanic43
White70All Students 66
Special Education26
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the mathematics multiple choice standards increased for all raceethnicities and special education African American and Native American students posted the largest increases
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following waysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was takenRegardless of where the student took the test the highest score available is reportedAs per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
Multi-Racial65
10th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
27 Native American
62 AsianPacific Islander
African American
21 Hispanic
49 White
46 Multi-Racial
45 All Students
20
11 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 Asian students posted the largest increase in percent of students meeting or exceeding the mathematics multiple choice standards All other categories decreased or remained the same
Pe
rce
nt
of
Stu
de
nts
Me
etin
g S
tan
da
rds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following ways
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was taken
Regardless of where the student took the test the highest score available is reported
As per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
3rd GRADE READING Percent of Students Meeting Standards1997 through 2006
85 Native American82 African American
75 Hispanic
90 White amp AsianPacIslander
87 All Students88 Multi-racial
60 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Special Education and Asian categories which stayed the same Hispanic students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005
In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
5th GRADE READING Percent of Students Meeting Standards1997 through 2006
79 Native American
84 Multi-racial
75 African American
66 Hispanic
87 White
83 All Students
51 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-RaceEthnicity which stayed the same Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
AsianPacif ic 86
8th GRADE READING Percent of Students Meeting Standards1997 through 2006
Native American54
AsianPacif ic Islander71
African American50
Hispanic39
White71
Multi-racial67All Students66
Special Education23
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for Native American African American Hispanic White Multi-Racial and All Students categories while percents posted for Asian and Special
Education remained the same
Per
cen
t o
f S
tud
ents
Mee
tin
g S
tan
dar
ds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
10th GRADE READING Percent of Students Meeting the Standards1997 through 2006
Native American42
AsianPacif ic Islander58
African American32
Hispanic27
White60
Multi-racial52All Students55
Special Education15
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
Gender DataReading Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
Session Plan Outline
Racial and gender achievement gaps in OregonIncrease in Diverse Student PopulationTeacher Diversity
Participants Complete paper IAT Discuss How conscious and unconscious
biases in both educators and students inform the achievement gaps
3rd GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American81
AsianPacif ic Islander90
African American
87
Hispanic74
White90
All Students86
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006From 2002 to 2004 the percent students meeting the mathematics multiple choice standards climbed steadily for all raceethnicities and special education In 2005 all raceethnicities posted increases
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results dif fer from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
79
65
Multi racial
Special Education
5th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American77
AsianPacific Islander91
African American74
Hispanic72
88 White
All Students85
Special Education58
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of 5th grade students meeting the mathematics multiple choice standards climbed steadily for all categories except African American and Multi-Racial Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following waysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was takenRegardless of where the student took the test the highest score available is reportedAs per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
Multi-Racial amp
8th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American53
AsianPacific Islander78
African American45Hispanic43
White70All Students 66
Special Education26
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the mathematics multiple choice standards increased for all raceethnicities and special education African American and Native American students posted the largest increases
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following waysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was takenRegardless of where the student took the test the highest score available is reportedAs per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
Multi-Racial65
10th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
27 Native American
62 AsianPacific Islander
African American
21 Hispanic
49 White
46 Multi-Racial
45 All Students
20
11 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 Asian students posted the largest increase in percent of students meeting or exceeding the mathematics multiple choice standards All other categories decreased or remained the same
Pe
rce
nt
of
Stu
de
nts
Me
etin
g S
tan
da
rds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following ways
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was taken
Regardless of where the student took the test the highest score available is reported
As per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
3rd GRADE READING Percent of Students Meeting Standards1997 through 2006
85 Native American82 African American
75 Hispanic
90 White amp AsianPacIslander
87 All Students88 Multi-racial
60 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Special Education and Asian categories which stayed the same Hispanic students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005
In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
5th GRADE READING Percent of Students Meeting Standards1997 through 2006
79 Native American
84 Multi-racial
75 African American
66 Hispanic
87 White
83 All Students
51 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-RaceEthnicity which stayed the same Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
AsianPacif ic 86
8th GRADE READING Percent of Students Meeting Standards1997 through 2006
Native American54
AsianPacif ic Islander71
African American50
Hispanic39
White71
Multi-racial67All Students66
Special Education23
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for Native American African American Hispanic White Multi-Racial and All Students categories while percents posted for Asian and Special
Education remained the same
Per
cen
t o
f S
tud
ents
Mee
tin
g S
tan
dar
ds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
10th GRADE READING Percent of Students Meeting the Standards1997 through 2006
Native American42
AsianPacif ic Islander58
African American32
Hispanic27
White60
Multi-racial52All Students55
Special Education15
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
Gender DataReading Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
3rd GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American81
AsianPacif ic Islander90
African American
87
Hispanic74
White90
All Students86
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006From 2002 to 2004 the percent students meeting the mathematics multiple choice standards climbed steadily for all raceethnicities and special education In 2005 all raceethnicities posted increases
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results dif fer from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
79
65
Multi racial
Special Education
5th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American77
AsianPacific Islander91
African American74
Hispanic72
88 White
All Students85
Special Education58
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of 5th grade students meeting the mathematics multiple choice standards climbed steadily for all categories except African American and Multi-Racial Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following waysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was takenRegardless of where the student took the test the highest score available is reportedAs per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
Multi-Racial amp
8th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American53
AsianPacific Islander78
African American45Hispanic43
White70All Students 66
Special Education26
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the mathematics multiple choice standards increased for all raceethnicities and special education African American and Native American students posted the largest increases
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following waysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was takenRegardless of where the student took the test the highest score available is reportedAs per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
Multi-Racial65
10th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
27 Native American
62 AsianPacific Islander
African American
21 Hispanic
49 White
46 Multi-Racial
45 All Students
20
11 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 Asian students posted the largest increase in percent of students meeting or exceeding the mathematics multiple choice standards All other categories decreased or remained the same
Pe
rce
nt
of
Stu
de
nts
Me
etin
g S
tan
da
rds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following ways
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was taken
Regardless of where the student took the test the highest score available is reported
As per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
3rd GRADE READING Percent of Students Meeting Standards1997 through 2006
85 Native American82 African American
75 Hispanic
90 White amp AsianPacIslander
87 All Students88 Multi-racial
60 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Special Education and Asian categories which stayed the same Hispanic students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005
In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
5th GRADE READING Percent of Students Meeting Standards1997 through 2006
79 Native American
84 Multi-racial
75 African American
66 Hispanic
87 White
83 All Students
51 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-RaceEthnicity which stayed the same Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
AsianPacif ic 86
8th GRADE READING Percent of Students Meeting Standards1997 through 2006
Native American54
AsianPacif ic Islander71
African American50
Hispanic39
White71
Multi-racial67All Students66
Special Education23
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for Native American African American Hispanic White Multi-Racial and All Students categories while percents posted for Asian and Special
Education remained the same
Per
cen
t o
f S
tud
ents
Mee
tin
g S
tan
dar
ds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
10th GRADE READING Percent of Students Meeting the Standards1997 through 2006
Native American42
AsianPacif ic Islander58
African American32
Hispanic27
White60
Multi-racial52All Students55
Special Education15
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
Gender DataReading Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
5th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American77
AsianPacific Islander91
African American74
Hispanic72
88 White
All Students85
Special Education58
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of 5th grade students meeting the mathematics multiple choice standards climbed steadily for all categories except African American and Multi-Racial Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following waysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was takenRegardless of where the student took the test the highest score available is reportedAs per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
Multi-Racial amp
8th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American53
AsianPacific Islander78
African American45Hispanic43
White70All Students 66
Special Education26
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the mathematics multiple choice standards increased for all raceethnicities and special education African American and Native American students posted the largest increases
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following waysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was takenRegardless of where the student took the test the highest score available is reportedAs per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
Multi-Racial65
10th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
27 Native American
62 AsianPacific Islander
African American
21 Hispanic
49 White
46 Multi-Racial
45 All Students
20
11 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 Asian students posted the largest increase in percent of students meeting or exceeding the mathematics multiple choice standards All other categories decreased or remained the same
Pe
rce
nt
of
Stu
de
nts
Me
etin
g S
tan
da
rds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following ways
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was taken
Regardless of where the student took the test the highest score available is reported
As per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
3rd GRADE READING Percent of Students Meeting Standards1997 through 2006
85 Native American82 African American
75 Hispanic
90 White amp AsianPacIslander
87 All Students88 Multi-racial
60 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Special Education and Asian categories which stayed the same Hispanic students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005
In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
5th GRADE READING Percent of Students Meeting Standards1997 through 2006
79 Native American
84 Multi-racial
75 African American
66 Hispanic
87 White
83 All Students
51 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-RaceEthnicity which stayed the same Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
AsianPacif ic 86
8th GRADE READING Percent of Students Meeting Standards1997 through 2006
Native American54
AsianPacif ic Islander71
African American50
Hispanic39
White71
Multi-racial67All Students66
Special Education23
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for Native American African American Hispanic White Multi-Racial and All Students categories while percents posted for Asian and Special
Education remained the same
Per
cen
t o
f S
tud
ents
Mee
tin
g S
tan
dar
ds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
10th GRADE READING Percent of Students Meeting the Standards1997 through 2006
Native American42
AsianPacif ic Islander58
African American32
Hispanic27
White60
Multi-racial52All Students55
Special Education15
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
Gender DataReading Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
8th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
Native American53
AsianPacific Islander78
African American45Hispanic43
White70All Students 66
Special Education26
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the mathematics multiple choice standards increased for all raceethnicities and special education African American and Native American students posted the largest increases
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following waysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was takenRegardless of where the student took the test the highest score available is reportedAs per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
Multi-Racial65
10th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
27 Native American
62 AsianPacific Islander
African American
21 Hispanic
49 White
46 Multi-Racial
45 All Students
20
11 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 Asian students posted the largest increase in percent of students meeting or exceeding the mathematics multiple choice standards All other categories decreased or remained the same
Pe
rce
nt
of
Stu
de
nts
Me
etin
g S
tan
da
rds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following ways
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was taken
Regardless of where the student took the test the highest score available is reported
As per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
3rd GRADE READING Percent of Students Meeting Standards1997 through 2006
85 Native American82 African American
75 Hispanic
90 White amp AsianPacIslander
87 All Students88 Multi-racial
60 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Special Education and Asian categories which stayed the same Hispanic students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005
In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
5th GRADE READING Percent of Students Meeting Standards1997 through 2006
79 Native American
84 Multi-racial
75 African American
66 Hispanic
87 White
83 All Students
51 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-RaceEthnicity which stayed the same Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
AsianPacif ic 86
8th GRADE READING Percent of Students Meeting Standards1997 through 2006
Native American54
AsianPacif ic Islander71
African American50
Hispanic39
White71
Multi-racial67All Students66
Special Education23
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for Native American African American Hispanic White Multi-Racial and All Students categories while percents posted for Asian and Special
Education remained the same
Per
cen
t o
f S
tud
ents
Mee
tin
g S
tan
dar
ds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
10th GRADE READING Percent of Students Meeting the Standards1997 through 2006
Native American42
AsianPacif ic Islander58
African American32
Hispanic27
White60
Multi-racial52All Students55
Special Education15
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
Gender DataReading Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
10th GRADE MATHEMATICS MULTIPLE CHOICE Percent of Students Meeting Standards1997 through 2006
27 Native American
62 AsianPacific Islander
African American
21 Hispanic
49 White
46 Multi-Racial
45 All Students
20
11 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 Asian students posted the largest increase in percent of students meeting or exceeding the mathematics multiple choice standards All other categories decreased or remained the same
Pe
rce
nt
of
Stu
de
nts
Me
etin
g S
tan
da
rds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the following ways
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores were aggregated based on the resident district at the time the test was taken
Regardless of where the student took the test the highest score available is reported
As per NCLB beginning LEP students were not included in the results In 2004 beginning LEP students were included in the results
3rd GRADE READING Percent of Students Meeting Standards1997 through 2006
85 Native American82 African American
75 Hispanic
90 White amp AsianPacIslander
87 All Students88 Multi-racial
60 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Special Education and Asian categories which stayed the same Hispanic students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005
In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
5th GRADE READING Percent of Students Meeting Standards1997 through 2006
79 Native American
84 Multi-racial
75 African American
66 Hispanic
87 White
83 All Students
51 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-RaceEthnicity which stayed the same Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
AsianPacif ic 86
8th GRADE READING Percent of Students Meeting Standards1997 through 2006
Native American54
AsianPacif ic Islander71
African American50
Hispanic39
White71
Multi-racial67All Students66
Special Education23
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for Native American African American Hispanic White Multi-Racial and All Students categories while percents posted for Asian and Special
Education remained the same
Per
cen
t o
f S
tud
ents
Mee
tin
g S
tan
dar
ds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
10th GRADE READING Percent of Students Meeting the Standards1997 through 2006
Native American42
AsianPacif ic Islander58
African American32
Hispanic27
White60
Multi-racial52All Students55
Special Education15
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
Gender DataReading Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
3rd GRADE READING Percent of Students Meeting Standards1997 through 2006
85 Native American82 African American
75 Hispanic
90 White amp AsianPacIslander
87 All Students88 Multi-racial
60 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Special Education and Asian categories which stayed the same Hispanic students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005
In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
5th GRADE READING Percent of Students Meeting Standards1997 through 2006
79 Native American
84 Multi-racial
75 African American
66 Hispanic
87 White
83 All Students
51 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-RaceEthnicity which stayed the same Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
AsianPacif ic 86
8th GRADE READING Percent of Students Meeting Standards1997 through 2006
Native American54
AsianPacif ic Islander71
African American50
Hispanic39
White71
Multi-racial67All Students66
Special Education23
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for Native American African American Hispanic White Multi-Racial and All Students categories while percents posted for Asian and Special
Education remained the same
Per
cen
t o
f S
tud
ents
Mee
tin
g S
tan
dar
ds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
10th GRADE READING Percent of Students Meeting the Standards1997 through 2006
Native American42
AsianPacif ic Islander58
African American32
Hispanic27
White60
Multi-racial52All Students55
Special Education15
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
Gender DataReading Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
5th GRADE READING Percent of Students Meeting Standards1997 through 2006
79 Native American
84 Multi-racial
75 African American
66 Hispanic
87 White
83 All Students
51 Special Education
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-RaceEthnicity which stayed the same Hispanic students posted the largest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
AsianPacif ic 86
8th GRADE READING Percent of Students Meeting Standards1997 through 2006
Native American54
AsianPacif ic Islander71
African American50
Hispanic39
White71
Multi-racial67All Students66
Special Education23
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for Native American African American Hispanic White Multi-Racial and All Students categories while percents posted for Asian and Special
Education remained the same
Per
cen
t o
f S
tud
ents
Mee
tin
g S
tan
dar
ds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
10th GRADE READING Percent of Students Meeting the Standards1997 through 2006
Native American42
AsianPacif ic Islander58
African American32
Hispanic27
White60
Multi-racial52All Students55
Special Education15
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
Gender DataReading Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
8th GRADE READING Percent of Students Meeting Standards1997 through 2006
Native American54
AsianPacif ic Islander71
African American50
Hispanic39
White71
Multi-racial67All Students66
Special Education23
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for Native American African American Hispanic White Multi-Racial and All Students categories while percents posted for Asian and Special
Education remained the same
Per
cen
t o
f S
tud
ents
Mee
tin
g S
tan
dar
ds
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w aysTest scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as takenRegardless of w here the student took the test the highest score available is reportedAs per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
10th GRADE READING Percent of Students Meeting the Standards1997 through 2006
Native American42
AsianPacif ic Islander58
African American32
Hispanic27
White60
Multi-racial52All Students55
Special Education15
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
Gender DataReading Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
10th GRADE READING Percent of Students Meeting the Standards1997 through 2006
Native American42
AsianPacif ic Islander58
African American32
Hispanic27
White60
Multi-racial52All Students55
Special Education15
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
Sta
nd
ard
s
1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays
Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken
Regardless of w here the student took the test the highest score available is reported
As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results
Gender DataReading Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
Gender DataReading Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
Mathematics Achievement by Gender2003-07
0
10
20
30
40
50
60
70
80
90
100
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
Gender Data
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
Gender DataScience Achievement by Gender 2003-07
0
10
20
30
40
50
60
70
80
90
Grade and Gender
Per
cent
Mee
ting
Sta
ndar
d
2006-07
2005-06
2004-05
2003-04
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
A Crisis in Our State
of Students of Color in Oregon ____
of Teachers of Color in Oregon ____
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
Prepared in Oregon
Prepared in Other States
Total
American IndianAlaskan Native11 4 15
Asian 35 22 57
Native Hawaiian or other Pacific Islander 2 2
Black or African American 27 15 42
Hispanic 139 51 190
Multi-ethnic 17 3 20
White 2045 1357 3402
Not identified or unavailable 1179 1955 3134
TOTAL 3455 3407 6862
RaceEthnic Breakout by Newly Licensed EducatorsPrepared In Oregon and In Other States 2005-06
Source Teacher Standards and Practices Commission
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
The Problem
Achievement Gap PersistsClassrooms Becoming More
DiverseShortage of Teacher DiversityRacialEthnic Mismatch Between
Students and Teachers
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
Question
How does the mismatch between
students and teachers inform
the achievement gap
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
Examples of Unconscious Biases
Blink of an eye and Re-fensing
Jamal and Keisha or John and Emily
Stereotype Threat
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
White member of pair Time to Complete Task with a Black
person
Unbiased in word and behavior 4 minutes
Biased in word and behavior 5 minutes
Unbiased by self-report behavior
shows bias
6 minutes
Biased and unbiased White individualsOtilde time to complete paired task
Unconscious Biases at Work
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
25
Thanks to the following team for the next six slides
Caryn Block
Loriann Roberson
Tarani Merriweather
Presented at
Teachers College Columbia University
Winter Roundtable February 2008
ldquoResponding to Stereotype Threat
What We Know and What Remains Unansweredrdquo
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
26
What is stereotype threat
Fear of being treated and judged according to a negative stereotype about onersquos group
Occurs when an individual is in a performance situation and is aware that there is a negative stereotype about their group that suggests they will not perform well
Occurs regardless of whether the individual believes the stereotype
Occurs regardless of the accuracy of the stereotype
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
27
What are the conditions that lead to stereotype threat
The task an individual is performing is relevant to the stereotype
The task is challenging
The individual is performing in a domain she or he identifies with
The context in which the task is being performed is likely to reinforce the stereotype
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
28
What are the consequences of stereotype threat
Decreased achievement test performance
Decreased short term task performance
Vast majority of research has examined these outcomes
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
29
Proposed mechanisms for effect of stereotype threat on performance Physiological arousal
Reduced working memory capacity
Anxiety
Excess effort
Lowered performance expectations
Source wwwReducingStereotypeThreatorg
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
Intelligent motivated student faces a difficult stereotype relevant test
Search for explanation of difficulty
Others assume student that performance accurately reflects ability
Student performs test but performance is disrupted by
stereotype threat
Student becomes frustrated and
demotivated
Stereotype comes to mind
Context reinforcesstereotype
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
31
Documented in a large number of groups
Women on math tests(Spencer Steele amp Quinn1999)
African-Americans on standardized tests(Steele amp Aronson 1995)
Hispanics on standardized tests(Gonzales Blanton amp Williams 2002)
Low SES students on standardized tests(Croizet amp Claire 1998)
Women on negotiation tasks(Kray Galinsky amp Thompson 2002)
Men on social sensitivity tasks(Koenig amp Eagly 2005)
Whites on tasks that require being non-racist(Richeson amp Shelton 2003)
White men (compared with Black men) on athletic tasks(Stone Sjomeling Lynch amp Darley 1999)
White men (compared with Asian men) on a math tests(Aronson Lustinga Good Keough Steele amp Brown1999)
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
The IAT(Implicit Association Test)
Source Harvard University Project implicit Retrieved April 26 2007 from httpsimplicitharvardeduimplicit
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
The IAT(Implicit Association Test)
Source Moule J (in press) Understanding unconscious biases and unintentional racism The Kappan
Anthony Greenwald and Mahzarin Banaji developed the test in the mid 1990s
(Greenwald McGhee amp Schwartz 1998) The test was developed because Ņit is well known that
people dont always Ōspeak their mindsOtilde and it is suspected that people dont always Ōknow their
mindsOtilde Understanding such divergences is important to scientific psychologyOacute The Implicit
Association Test (IAT) Ņpresents a method that convincingly demonstrates the divergences of
our conscious thoughts and our unconscious biasesOacute (quotes taken from the Harvard website on
ŅProject Implicit)
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
A Paper IAT
executive LISA housework SARAH entrepreneur DEREK silverware MATT cleaning TAMMY career BILL corporation VICKY office STEVE administrator PAUL home AMY employment PEGGY dishwasher MARK babies BOB marriage MIKE professional MARY merchant JEFF garden KEVIN family HOLLY salary SCOTT shopping DIANA business DONNA manager EMILY laundry JOHN promotion KATE commerce JILL kitchen GREG children JASON
briefcase JOAN living-room ANN house ADAM
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
A Paper IAT
The words in this list are in four categories
MALE NAMES and FEMALE NAMES are in CAPITAL letters
Home-related and career-related words are in lowercase
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
Round One IAT
Go through the list from left to right line by line putting a line through only each MALE NAME and each home related word
Do this as fast as you can
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
Round Two IAT
The next list is the same as the last one This time go through the list putting a line through only each FEMALE NAME and each home-related word
Again Do this as fast as you can
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
A Few Suggestions on Intercultual Communications
Source Dovidio J F amp Gaertner S L (Winter 2005) Color blind or just plain blind The Nonprofit Quarterly 12(4)
When a person of color brings up race as an issueŃ listen deeply
If the person indicates that he or she is offended donOtildet be defensive
o Do not begin talking quickly
o Do not explain why they are misinterpreting the situation
o Do not begin crying
(These are some of the most infuriating responses people of color encounter when
they challenge a situation that feels wrong)
If you hear about something third-hand donOtildet get angry remember that it is
almost never completely safe for a person of color to challenge a dominant
perception (p 5)
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
A Few Suggestions on Overcoming Stereotype Threat
Source httpreducingstereotypethreatorgreducehtml retrieved April 27 2008
Reframing the task
Deemphasizing threatened social identities
Encouraging self-affirmation
Emphasizing high standards with assurances of capability
Providing role models
Providing external attributions for difficulty
Emphasizing an incremental view of ability
