Dataset: Knowledge and attitude retention following an implicit bias classroom workshop

Background: Baylor College of Medicine provides a classroom-based implicit bias workshop to all third-year medical students to increase students’ awareness of their unconscious bias and develop strategies for reducing health care disparities. The workshop meets our immediate goals and objectives. However, we are unsure if the benefit would be long-term or diminish over time. Methods: To examine the concept retention from the implicit bias classroom workshop, we administered a self-developed seven-item seven-point Likert-scale survey to our medical students at pre-, post-, and one-year post-workshop attendance. Results: The data set was comprised of survey results from two cohorts of our third and fourth-year medical students from 2018 to 2020 and included 289 completed records at three measurement points. The data included: Student Identifiers, Sex, Race/Ethnicity, Student Enrollment Type, Cohort, and three repeated measures results for each of the seven items, which were documented in wide format. The data may be of interest to those who wish to examine how factors including elapsed time, race, and sex may associate with attitudes and understandings of implicit bias following related training, and those interested in analytical methods on longitudinal research in general.

Unconscious Bias Towards African American Women in the Education Workforce

The number of African American women who become school principals is low per national and local statistics. An unconscious bias towards African American women may have contributed to these low statistics. The process of applying for a school principal's position has not been consistent for over a century. It seems that for job openings in which the dominant culture is not African American, the likelihood of being the school principal is doubtful. Unveiling and examining these biases may lead to determining how to include more African American women in educational administration. This chapter will describe 10 African American women who encountered unconscious bias as they sought and procured public-school principalship.

Vielfalt in der Arbeitswelt

Anyone involved in occupational science or diversity management will notice that diversity in the world of work is being perceived and analysed in an increasingly nuanced way. This involves various dimensions of diversity in different functions, company sizes and industries. This volume brings together various contributions, all of which deal with diversity in the world of work. They address unconscious bias in personnel selection, introverts in leadership situations, sensation seekers in organisations, the motivation of employees in the gig economy, female leaders in middle management, and diversity as an organisational imperative.

What's Training Got to Do With It?

With the current, pervasive mindset in schools of deficit thinking, which affects students of all ages and abilities, educator preparation programs have an opportunity to make a change. This chapter will explore educator preparation programs and what is being taught in introductory courses on special education, as well as mindset leading to deficit thinking. An exploratory survey of university instructors was conducted to discover what could lead to deficit thinking in preschool to Grade 12 (P-12) schools. Findings show that instructors are using supplemental materials to cover models of disability, and further study of how instructor mindset influences course content is warranted. Discussion will include adding growth mindset, self-efficacy strategies, and unconscious bias training in educator preparation programs to further challenge deficit thinking. Additional areas for future research will also be discussed.

Exploring ‘Neutrality’ in the Educational Setting: Gender Imbalances in Some Classroom Practices Among Moroccan EFL Students

The aim of the present study is to investigate some biased teaching and learning practices in the classroom context. Special focus geared to the analysis of both male and female classroom interactions along with an examination of teachers’ unconscious bias either in their practices with their students and/or in their choice and use of some teaching materials exploited as topics for class discussion or for evaluation. A three sections’ survey administered to second Baccalaureate students studying EFL in Meknes to serve as a data collection tool for this study. The findings crop up from a quantitative analysis of the data seem to align with prior research in this area substantiating the argument that female language learners are found to be at a great disadvantage. They denied the right to take their learning share of the classroom talk; they not been granted equal time and attention like boys, and they have been excluded far more often from their appealing topics. The paper ends up with a conclusion along with some practical recommendations to help combat this educational mishap. Without any awareness regarding the prevalence and the common overuse of these imbalanced practices, female language learners in particular will continue to be subject to a number of learning barriers, which may hinder them from bringing their potentials into fullness.

SpLD - Silent Learning Difficulties? Factors influencing literacy learning of Māori students, as identified by teachers, SENCo, and parents

<p>This qualitative research study, conducted in primary English-medium schools in a mid-sized, central New Zealand city, uses mixed-methods to investigate the factors that teachers, special education needs coordinators (SENCo), and parents identify as influencing Māori student literacy learning. It looks at the prevalence of discourse around specific learning difficulties (SpLD), and whether the different parties consider SpLD as a potential reason behind low literacy achievement among Māori students. The motive for the study is to begin a conversation around the possibility of SpLD being overlooked in favour of socio-cultural understandings of literacy learning. It uses a critical theory lens and touches on the potential influence of unconscious bias amongst participant teachers. Data collection methods included an online survey, sent to all of the schools in the area for teaching staff to complete, interviews conducted with teachers and SENCo, both online and in person, and focus groups with groups of parents, in neutral and welcoming environments. There are three significant findings, and the study concludes that teachers, SENCo, and parents tend to look for social and cultural causes where there is low literacy achievement amongst Māori students. The three main findings are that teachers look ‘outwards’, to influences on literacy learning such as socioeconomic status, transiency, home background, and oral language development. Secondly, both teacher and parent participants generally do not consider specific learning difficulties as one of the main influences on literacy learning. There seems to be a lack of confidence amongst teachers in supporting students who have been identified as having a SpLD. The final major finding was that teachers, SENCo, and parents all agreed on and promoted the importance and value of relationships between teacher and child, and whānau as underpinning the student’s learning.</p>

SpLD - Silent Learning Difficulties? Factors influencing literacy learning of Māori students, as identified by teachers, SENCo, and parents

<p>This qualitative research study, conducted in primary English-medium schools in a mid-sized, central New Zealand city, uses mixed-methods to investigate the factors that teachers, special education needs coordinators (SENCo), and parents identify as influencing Māori student literacy learning. It looks at the prevalence of discourse around specific learning difficulties (SpLD), and whether the different parties consider SpLD as a potential reason behind low literacy achievement among Māori students. The motive for the study is to begin a conversation around the possibility of SpLD being overlooked in favour of socio-cultural understandings of literacy learning. It uses a critical theory lens and touches on the potential influence of unconscious bias amongst participant teachers. Data collection methods included an online survey, sent to all of the schools in the area for teaching staff to complete, interviews conducted with teachers and SENCo, both online and in person, and focus groups with groups of parents, in neutral and welcoming environments. There are three significant findings, and the study concludes that teachers, SENCo, and parents tend to look for social and cultural causes where there is low literacy achievement amongst Māori students. The three main findings are that teachers look ‘outwards’, to influences on literacy learning such as socioeconomic status, transiency, home background, and oral language development. Secondly, both teacher and parent participants generally do not consider specific learning difficulties as one of the main influences on literacy learning. There seems to be a lack of confidence amongst teachers in supporting students who have been identified as having a SpLD. The final major finding was that teachers, SENCo, and parents all agreed on and promoted the importance and value of relationships between teacher and child, and whānau as underpinning the student’s learning.</p>

Social Media-Tion: A Constructive Approach to Dispute Resolution?

In the twenty-first century which is regarded as the dawn of the social media age, the disputants, as well as the legal professionals such as advocates and judges, embrace the information available at their disposal on several social media platforms. It has altered the conduct of arbitration by changing the way disputants communicate. Being the modern tool for communication, it has elevated the speed and dissemination of information, which allows audiences to follow the dispute and express their support or dissatisfaction towards the disputants. As a consequence, the parties seeking redressal of their grievances through ADR get influenced due to the formation of ‘unconscious bias’. Communication is the epitome of the dispute resolution process, and the intervention of social media in the process generates a ghost syndrome, thus, resulting in the fading of such epitome. Its impact is not restricted to the parties but has the potential to undermine the independence, integrity, and impartiality of the judge or the mediator. Social Media has become significant within the legal domain as technology penetrates all ambits of individual endeavors. Looking towards the positive contributions, it acts as a source of evidence, especially in employment and labor disputes. Transformations in communication technologies have altered the definition of power in international arbitration, the class of individuals participating in the process, and strategies employed to mediate the conflict. The paper intends to discuss the elite usage and manipulation of social media impacting ADR, the cases influenced by it, and the theoretical framework required for its conduct.

Perspectives Against Racism: educational and socialization efforts at the departmental level

The current heightened social awareness and anxiety triggered by escalating violence against Black Americans in the United States demands a safe space for reflection, education, and civil discourse within the academic setting. Too often there is an unmet need paired with a collective urgent desire to better understand the chronic existing structural, social, educational, and health inequities affecting disadvantaged populations, particularly Black Americans. In this perspective, the authors provide insight into a shared learning approach that provided a forum to discuss Perspectives Against Racism (PAR). Unlike existing top-down approaches, faculty, trainees, and staff were engaged in leading a series of focused discussions to examine unconscious bias, promote awareness of implicit biases, and reflect on individual and collective roles and responsibilities in working toward becoming antiracist. An existing 1-h graduate elective seminar course was dedicated to creating a space for learning, discussion, and exchange of ideas related to the experience and existence of racism (personal and institutional/systemic). A goal of each session was to go beyond didactics and identify mechanisms to implement change, at the level of the individual, department, and institution. This perspective of the shared experience may provide an adaptable framework that can be implemented in an academic setting at the departmental, center, or institutional level.