We can work on Ending Implicit Bias in Educators through Job Embedded Professional Development

Introduction

            Education is a crafted profession developed on experimental knowledge for the students to pursue their future goals. The facilitators professional behavior is largely determined by the key experiences that teachers have on curriculum and specified careers. An inherent bias has always affected the future of job professional development due to inadequate preparation of educators to undertake their core duties (Nance, 2016). The proficient of most of educators is well understood when conceived out of long service in learning and offering education at different levels. Notably, implicit bias in learning refers to the stereotypes, unconscious attitudes, and reactions that influence understanding and certain behaviors.

For the educators in the higher education levels, the aspect is rooted on the socioeconomic bias towards certain group of students. The approach also goes beyond to include explicit bias where facilitators clearly have exclusion attitudes towards students from a certain ethnic group making it hard for them to pursue their professions. In most incidents that bias has come out clearly, instructors hold some assumptions about student’s credibility on learning behavior and their capability to attain academic success. Haynes (2018) adds that the implicit bias expressed by educators ties incapability of the students to professionally have breakthroughs in future careers based on personal identity and background. These assumptions have a negative impact on professional development with student’s growth impended and their dreams of becoming professionals shuttered.

The aspect of stereotyping by instructors has grown to one of challenges that professional development in a contemporary teaching environment is facing. For instance, implicit bias reveals instructions assumption that student from certain background seek help when struggling academically which in really sense does not apply in various occasions (King, 2015). However, with the need end this bias and promote professional development, educators have widely considered new approach on matters of academics. Assessment of implicit bias is taking course with instructors reviewing how relevant they are in terms of curriculum delivery to their students.

Reflective teaching has also proved vital with educators offering both formal and informal strategies that accommodates uniqueness of students habits to give them a chance to pursue their dream careers. More importantly, cultural inclusivity is becoming a long-lasting solution to the implicit bias in professional development with inclusive classroom climate addressing any potential prejudice. The proposed study will account for implicit bias that for decades has rocked the academic sector and impact it has on professional development. Further, the study will seek to avail the most appropriate solution to the bias and best ways to sustain job embedded professional development.

Background of the Study

            Implicit bias that most educators depict in their academic profession is self-steered in that they can have much control of it for the benefit of the leaners. As leader’s educators are facing low students’ achievement and engagement. The negative assumption on what certain group of students is capable of achieving lowers their morale and interest in preparation to achieve professional development. A clear evidence from previous studies is that successful school systems have always developed job embedded proficient development curriculum. Battey and Leyva (2018) argues that the restructuring to accommodate the professional development has a wider benefit such as improving students’ achievement and making an institution a clear professional hub for future expertise across different professions.

That notwithstanding, bias and absence of professional development in schools creates a compelling need to restructure existing programs to accommodate changes that promote specialized learning. The aspired changes targets have a link to both structural and cultural orientations that educators enforce in their teachings not only to create equity but also promote leadership. The prejudice that educators practice emanates from the fact that some institutions lacks strict measures within their academic regulations to curb any reported unprofessional conduct against groups of students (Staats, 2016). Thus its essential for teachers to engage in professional learning and treat as a platform to all learners enjoy the outcome of a career-based education system. With the need to address myriad of problems associated with bias in educator’s approach, there is need to view the role institution have in supporting professional development.

There is need for leaders in schools to first go for what know on the problem and bringing the educators on board to discuss such concern. Further, it’s vital to restructure the institution programs if they create an avenue for educators to act out of bias and limit professional development. The aspect of restructuring takes into account integration of direct job embedded professional development to ensure that facilitators and students are part of the new program. The link that exists between professional aspect of development and school leadership ensures that improvement in current is reflected in the future aspirations of students in the corporate world. Given the importance of professional learning it’s important to review the bias that exist in whole system.

For instance, embedded professional development is more of dynamic activities that need a key interest on the learning program and the students. The educators must prove to have impartial attributes that implement professional development changes in education based on equity and capability of the students. A deeper understanding of how educators ascertain dynamism in professional development does not only reduce the implicit bias but also promote cultural shift to accommodate teaching that futuristic in nature. Though bias goes hand in hand with limiting core opportunities to development, change in school attitudes grants an opportunity for professional development to flourish towards a direction that is defined by inclusivity. The sense of urgency to end implicit bias among the educator’s prompts an immediate intervention to restructure school system to more flexible programs build on inclusive learning.

Purpose Statement

Problem

            Instructors hold different assumptions on learning behavior and capabilities that students hold on professional development. The implicit bias among the educators in many of scenarios is that they build negative attitude on the capability of students to pursue professional development programs. A wider assumption is tied to the students based on their background creating doubt on their academic capabilities. Thus an aspect of low morale among the students invades the learning environment in that students loose hope in future and see their ethnicity as a source of failure for their professional desired dreams. With implicit bias having a socioeconomic effect, the process of learning to those feeling excluded from the emended professional development may make a decision to drop their studies.

The ambitions satisfied at this level gets degraded and the whole system of learning turns to benefit a few and exclude the majority. However, an overwhelming agreement between scholars on implicit bias has restored dignity of educators and promoted impartiality. A relentless effort among most education programs has taken a strategy of restructuring most curriculum to reflect inclusive student administration. The major problem is that most educators working in unstructured programs always act out of assumptions (Gilliam, Maupin, Reyes, Accavitti, and Shic, 2016). They group students based on a perspective that seems to serve their perceptions on what professional development concerns. Thus an inbuilt believe among many instructors is that students will always seek assistance when really struggle with a certain problem. However, in most situations students struggling with issue like professional development in their studies settles to keeping silent on their problems. The bias that educators holds now creates a risk of the learners losing a golden opportunity and struggling academically to meet their life ambitions.

Purpose

            The purpose of this study is addition to existing knowledge of addressing and ending implicit bias that educators have adopted to compromise professional development. Creating a professional environment is a major breakthrough to continuously engage a specialized environment to enhance students’ knowledge and capabilities. The clear understanding of how professional culture operates in academics raise the educators’ perception from narrowed assumptions to a wider concept where they consider student capability individually. The self-assess implicit bias which involves a process of ending prejudice accounts for professional development in different ways. The proposed study will consider one of the approaches which includes reflective teaching where educators consider own pedagogical habits.

The aspect applies both formal and informal strategies meant to ensure that across the academic environment educators advocate for equity to ensure the bright and less knowledgeable students have a chance in professional development. Specifically, the study will account for culture inclusivity in that educators must consider sensitivity of each student and their legibility to undergo a similar professional development program. Inclusive classroom and culture set by the educators will be reviewed as a source of upholding diverse student sensitivity on professional development. Thus the observational protocol that educators ought to adopt needs to keep sensitivity of students on track in that the proposed professional development command diversity.

Aim and Objective

The aim of the proposed study will be to review ending of implicit bias in educators through job embedded professional development targeting district schools with children from a poor background.

            The proposed study will be guided by following aim and objectives;

To evaluate the effectiveness of equity and social justice in district schools
To investigate how superintendents combat implicit bias experienced by students from poor backgrounds
To assess whether equity training among the educator’s staff in district schools leads to measurable change on implicit bias
To review the higher expectations for students when equity and ending of bias in professional development in learning are achieved.

Research Question

The proposed study on ending implicit bias in educators through job embedded professional development will consider the following research questions;

To what extent can effective equity change practice of educators in learning?
what are necessary undertaking to end implicit bias among educators?
How does equity training among educators enhance change on implicit bias held by most educators?
To what extent does protecting students from the educators’ implicit bias affect their future learning?
How does applying professional development after bias redress among educators works best for them?
To what extent does equity training and inclusivity among the educators’ combat bias treatment for students from poor background?

Literature Review

Introduction

            Teaching marks one of the best profession that is fully committed to see all students succeed in their level of learning. Through touching lives both directly and indirect means, educators have realized that the future of any country lies on the shoulders of the youth. Thus the system of profession development needs to provide educators who have clear awareness on the potential of students to become future through examining their personal implicit bias. According to the past researches implicit bias is an automatic and unconscious in that whoever initiates them does that on a negative narrative. The bias arises as an attitude or stereotype leveled against certain ethnicities that affect educators understanding, actions they take, and decisions made.

Several conditions have connection to the implicit bias which depict individuals to rely on their unconscious system 1 to make prejudice decisions on issues connected to education. System association that most educators rely on includes ambiguous and incomplete information, time constraints, compromised cognitive control, and general fatigue. The teachers have a likelihood of undergoing the above condition with many researchers concluding that they promote the biased decisions they undertake. For the implicit bias it’s both positive and negative with everybody becoming susceptible. A largely automatic underlying process among the educators’ disposal, therefore guides individual to act out of bias in a learning environment.

Thus whatever individual undertake in the course of implicit bias happens unnoticed with many of educators without awareness that their actions amount to prejudice and stereotype. Thus in most cases the act of bias especially in professional development for students from different ethnicities goes beyond the control of the educators. An implicit bias is broadly in existence especially in school disciplinary systems which proves challenging to execute. The educators find it hard to classify certain behavior as good or bad depending on the believes of certain student’s background. Though judging some behaviors remains in the eyes of the beyond educators in most cases go beyond such assumption and make judgement on ambiguous situations.

The approach applied by the educators’ warrants whether certain behavior merits discipline but a with big concern to what extent. Previous studies on disciplinary disparities have asserted that students of color are more likely to face severe punishment despite similarity of offence committed. These issues of discipline amounting to sanction to disciplinary offices for the colored include petty mistakes like noise making and disrespect. However, the same issues among the Whites in most schools does not account for disciplinary office sanctions. In reference to the disciplinary bias studies it’s clear that serious issues such as vandalism and smoking among the Whites is only offence treated with seriousness in most cases.

Importance of Ending Implicit Bias

One of the most important responsibilities educators have as a human race is to educate children about bias, why it exists, and how to eliminate it consciously and unconsciously from their lives and achieve a coordinated professional development. Further, improving the future of students grows right from the aspect of showing equity in all areas of learning despite individual ethnicity and color. The attributes of less hate, fear, and misunderstanding of “others” championed by the educators is what society needs.  Students in a diverse learning will always create fear among the students for what they do not know.

Thus as students in different levels of learning knowing others from diverse backgrounds creates a better understanding, have empathy for others, and work to together with the common good of academics. Educators are in contact with students for 6 or more hours per day. The concept creates an avenue to use job embedded professional development to educate teachers on explicit and implicit bias. The understanding of such bias could lead to reduced instances of prejudice and thus improved outcomes for students in their future expectations. An equity framework on addressing bias among the educators depict that its necessary for them to undergo implicit association test for awareness of unconscious association they own.

The reason behind this aspect as for previous research is that implicit bias can yield inequitable outcome even for individuals regarded as professionals. However, mitigating the assumption requires change in the implicit associations. The framework therefore, advocates for reprogramming process that takes into account personal mental to ensure that they avert bias to create positive explicit convictions. With the implicit bias operating beyond one’s conscious control, it has become important for the student interest to have a priority against such treatment. Researchers have recently identified one major way of addressing the unexpected associations to ensure that within each decision that educators settle for has less bias and promotes alignment of all students’ interests across the learning systems.

The Implicit Association Test (IAT) involves an online assessment of strength that exists between two pairs of associations. The unconscious system 1 association creates a response on reaction of time. Most studies assert that Association 1 link and assess two close interactions that have a positive intent on the assumptions. For instance, in addressing bias in schools, educators try to create positive assumptions that describe their students. Rather than calling them ugly and filth in their academics based on their personal backgrounds, most educators choose an optimistic redress. A good example is connecting aspect of pleasure and cheers to assure learners that in professional oriented environment they still have the opportunity and the capability to make it in future.

The IAT has validly created a reliable measure to avert the implicit bias. The major benefit derived from the Association is that it has adopted intergroup identity to engage individuals based on their diversities. Thus the framework of association aligns race, religion, and ethnicity of all students in a learning system to ensure the attitude that educators develops has a backing of equality. Most of the scholars on implicit bias have developed another solution to the problem. The approach involves exposure to counter-stereotypical exemplars who are individuals that address issues of bias. The educators are major target for exposure to exemplars with an aim of redeeming their pre-existing personal bias that create inequality in teaching. However, the aspect of challenging bias does not only apply to the teachers but also to the students they teach. Various scholars have held a decision that the imaginary aspect created by stereotypical exemplars activate new mental association that help parties in the learning environment to review their conduct and address issues on biases.

Explicit and Implicit Bias

            The implicit and explicit bias attitudes shape a unique or a combination of opinions and attitudes on the environment that surrounds them. The attitudes about objects, events, and ideas creates a choice of life that people leads. The fact bias revolves around the judgement we make on individual either based on their personality or actions, the major effective develops on the behavioral assumptions we make. The explicit bias is the most common attribute that defines the valuation of personality we hold about others. The prejudice is a common negative attitude that builds on a conscious level in that its deliberately oriented and easy to note among the perpetrators.

On the other hand, implicit bias is kind of attitudes based on unconscious level which are meant involuntary. The approach is hard to review in that the bias that occurs to some extent becomes hard for involved parties to ascertain that their actions are out of order and out of prejudice. Thus most of the bias stemming from implicit component has typically unknown origin and most of educators of the educators react without consent. According different surveys in academics, implicit bias is common and widely associated with racism among educators and students. The unconscious attitude that instructs have targets a certain group of learners with a similar background or ethnicity.

The implicit bias in this context defines these groups on a stereotype which is more permanent. The explicit bias creating a more intentional aspect such as prejudice is less common among the educators to whom it’s unfair to treat some students unfairly in the contemporary society. However, implicit bias creates a natural tendency of the mind in that it categorizes and sorts information to create certain attitudes. Thus educators are susceptible to bias based on implicit factor due to a number of factors. Among the reasons is that instructors rely much on the social cognition to form association and patterns that needs to satisfy their cognition and views on a certain group of people.

Most of the studies also attest the implicit bias among educators’ commands taking of shortcuts in life. The brain tendency takes everything with simplicity without considering each learners attribute. Thus a negative attitude build against individuals is not given a second chance for consideration to promote equity among the learners.

References

Nance, J. P. (2016). Over-Disciplining Students, Racial Bias, and the School-to-Prison Pipeline. Racial Bias, and the School-to-Prison Pipeline, 50, 16-33.

Haynes, J. K. (2018). High expectations and teacher implicit biases in a culture of care (Doctoral dissertation, University of South Florida).

Battey, D., & Leyva, L. A. (2018). Making the implicit explicit: Building a case for implicit racial attitudes to inform mathematics education research. In toward equity and social justice in mathematics education Cham: Springer

Gilliam, W. S., Maupin, A. N., Reyes, C. R., Accavitti, M., & Shic, F. (2016). Do early educators’ implicit biases regarding sex and race relate to behavior expectations and recommendations of preschool expulsions and suspensions. New Haven, CT: Yale Child Study Center

King, J. E. (2015). Dysconscious racism: ideology, identity, and the miseducation of teachers. in Dysconscious racism, Afrocentric praxis, and education for human freedom: through the years I keep on toiling. Abingdon-On-Thames: Routledge.

Staats, C. (2016). Understanding Implicit Bias: What Educators Should Know. American Educator, 39(4), 29.

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