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Implicit Bias in School Discipline
Erik J. Girvan
Kent McIntosh
University of Oregon
Handouts:http://www.pbis.org
Racial Bias
Disproportionate Discipline
Situation
A Multidimensional View of Bias
(McIntosh, Girvan, Horner, & Smolkowski, in press)
• Explicit Bias:• Overt:
• Conscious belief in superiority of a group
• Subtle/Symbolic• Conscious belief that some groups aspire to desirable
traits more than others
• Implicit Bias• Unconscious associations regarding some groups
Types of Bias
Explicit Bias
Overt: “Do you think white students and Negroes should
go to the same schools or separate schools?” “Do you think there should be laws against
marriages between Negroes and whites.” Subtle/Symbolic:
“It’s really a matter of some people not trying hard enough; if blacks would only try harder, they could be as well off as whites.”
Overall Car Search Rate - Los Angeles (Armentrout et al., 2007)
Successful Car Search Rate – Los Angeles (Armentrout et al., 2007)
Stops and Frisks – New York (2004-2012)
White Black0%
10%
20%
30%
40%
50%
60%
Total Stops
Population Stops
White Black0.0%
0.5%
1.0%
1.5%
2.0%
2.5%
Successful Frisks
Weapons FoundContraband Found
Inequity in discipline outcomes across the United States
Source: U.S. Department of Education-Office for Civil Rights; 1972-3 data is OCR data, but taken from Children’s Defense Fund, School Suspensions; Are They Helping Children? Cambridge, MA: Washington Research Project, 1975.
White Black0%2%4%6%8%
10%12%14%16%18%
Increasing Disparity in Percentage of White and Black Students Suspended for One or More Days
1972-73 1988-89 2006-07 2011-12
Implicit Bias is…• …The tendency to automatically associate people
(e.g., Construction Workers, African Americans, or Women) with certain characteristics (e.g., masculinity, athleticism and criminality, nurturing) or evaluations (i.e., positive or negative) based upon the stereotypical characteristics of the groups into which they are placed.
Implicit Bias is…• …Mostly unrelated to people’s consciously
endorsed beliefs about stereotypes and evaluative attitudes.
“There is nothing more painful to me … than to walk down the street and hear footsteps and start thinking about robbery, then look around and see somebody white and feel relieved.”
-Jesse Jackson
Implicit Bias and Race
Implicit Bias is…• …fairly pervasive. (Nosek et al., 2007)
IAT N % Bias (Reverse)
Old/Negative – Young/Positive 351,204 80% (6%)
Black/Negative – White/Positive
732,811 68% (14%)
Male/Career – Female/Family 83,084 76%
“…the challenge is not a small number of twisted white supremacists but something infinitely more subtle and complex: People who believe in equality but who act in ways that perpetuate bias and inequality.”
-Nicholas Kristof, The New York Times
Implicit Bias and Race
Predictive Validity (Field)• Measures of implicit bias have been found to predict extent to
which:• Interviewers discriminated against :
• Arab-Muslim job applicants (Rooth, 2010)
• Obese job applicants (Agerström & Rooth, 2011)
• American Citizens voted against Barack Obama, controlling for demographics, political party identification, and ideology (Payne et al., 2010)
• Pediatricians recommended less pain medication for African American children than White children with identical symptoms (Sabin & Greenwald, 2012)
• Teachers’ expected their minority students to perform more poorly than non-minority students and the actual gap in performance of those students on standardized tests (van den Bergh et al, 2010)
• Arbitrators decided labor grievances in favor of women compared to men (Girvan, Deason, & Borgida, 2014)
• Police Officers used force when arresting African American compared to White children (Goff et al, 2014)
Solutions? Reduce Implicit BiasEffective strategies most typically involve a combination of some or all of the following:• Counter-stereotypical examples linking
Black people to positive attributes and White people to negative attributes
• High-levels of personal involvement• Specific goal intentions
Ineffective strategies include:• Engaging with others’ perspectives• Considering egalitarian values• Increasing positive emotions
Racial Bias
Disproportionate Discipline
Situation
A Multidimensional View of Bias
(McIntosh, Girvan, Horner, & Smolkowski, in press)
Implicit Bias…
• …Most influential in:
• Ambiguous judgments (e.g., deciding between two job applicants who have roughly equivalent qualifications)
• Snap decisions or those for which there is little time or motivation to gather and consider better information (e.g., which stranger should I sit next to on the bus?)
• Unconscious behaviors in socially-sensitive situations (e.g., body language in inter-racial interviews)
Interventions for Implicit Bias in School Discipline
A 5-point
Intervention to Enhance Equity in School Discipline
http://www.pbis.org/school/equity-pbis
1. Reduce ambiguity in ODR definitions and processes Clear guidelines for classroom vs. office-managed
behaviors Avoid rules that result in disproportionate exclusion
2. Identify specific vulnerable decision points General Local (school)
3. Teach a neutralizing routine1. Self-assess presence of VDP
2. Use alternative response
Reduce Effects of Implicit Bias through Specific Training
Levels of specificity:
1. All ODR/suspension decisions (general self-instruction routine)
2. Identify VDPs through national data
3. Use school or district data
Options for Identifying VDPs for Intervention
http://www.pbis.org/school/equity-pbis
National SWIS Data(2011-12)
3,026,367 ODRs
6,269 schools
47 states, plus DC
Langu
age
Defian
ce/ Disr
espect
Disruption
Fighting
Forge
ry/ Th
eft
Harassm
ent/
bullying
Lying/
chea
ting
M - Defi
ance/
Disresp
ect
M - Disr
uption
M - Dres
s code
M - Lan
guag
e
M - Other
M - Physi
cal Contac
t
M - Pro
perty M
isuse
M - Tard
y0
5
10
15
20
25
5
21
9
51
31
11
7
1 2 3 31
3
Black
Langu
age
Defian
ce/ Disr
espect
Disruption
Fighting
Forge
ry/ Th
eft
Harassm
ent/
bullying
Lying/
chea
ting
M - Defi
ance/
Disresp
ect
M - Disr
uption
M - Dres
s code
M - Lan
guag
e
M - Other
M - Physi
cal Contac
t
M - Pro
perty M
isuse
M - Tard
y02468
1012141618
4
14
5
21
31
15
10
12
6 6
2
4
WhiteProblem Behavior
Art Room
Bathro
om/ Rest
room Bus
Bus Load
ing Zone
Cafeter
ia
Classro
om
Commons/ Common Area
s
Computer La
bGym
Hall/ B
reeze
way
Librar
y
Locke
r Room
Music Room
Off-Campus
Office
Other Lo
cation
Parking L
ot
Playgro
und
Speci
al Ev
ent/
Assembly/
Field
trip
Stadium
Unknown Lo
cation
Vocational
Room0
10
20
30
40
50
60
70
1 25
0
5
56
1 03
7
1 0 1 13 2
0
9
0 0 1 0
BlackWhite
Location
12:00AM
12:30AM
1:00AM
1:30AM
2:00AM
2:30AM
3:00AM
3:30AM
4:00AM
4:30AM
5:00AM
5:30AM
6:00AM
6:30AM
7:00AM
7:30AM
8:00AM
8:30AM
9:00AM
9:30AM
10:00AM
10:30AM
11:00AM
11:30AM
12:00PM
12:30PM
1:00PM
1:30PM
2:00PM
2:30PM
3:00PM
3:30PM
4:00PM
4:30PM
5:00PM
5:30PM
6:00PM
6:30PM
7:00PM
7:30PM
8:00PM
8:30PM
9:00PM
9:30PM
10:00PM
10:30PM
11:00PM
11:30PM
0.01.02.03.04.05.06.07.08.09.0
Black
12:00AM
12:30AM
1:00AM
1:30AM
2:00AM
2:30AM
3:00AM
3:30AM
4:00AM
4:30AM
5:00AM
5:30AM
6:00AM
6:30AM
7:00AM
7:30AM
8:00AM
8:30AM
9:00AM
9:30AM
10:00AM
10:30AM
11:00AM
11:30AM
12:00PM
12:30PM
1:00PM
1:30PM
2:00PM
2:30PM
3:00PM
3:30PM
4:00PM
4:30PM
5:00PM
5:30PM
6:00PM
6:30PM
7:00PM
7:30PM
8:00PM
8:30PM
9:00PM
9:30PM
10:00PM
10:30PM
11:00PM
11:30PM
0.01.02.03.04.05.06.07.08.09.0
WhiteTime of Day
Subjective problem behaviorDisruption, defiance, major vs. minor
Non-classroom areasHallways
Afternoons
VDPs from national ODR data
ambiguit
y
LACK OF
contact
fatigue
Racial Bias
Disproportionate Discipline
Situation
Vulnerable Decision Points
Subjective Behavior Hunger
Vague Discipline System Fatigue
Prior Incidents Unfamiliar with Student
Multidimensional View of Bias
When you see problem behavior, stop and ask yourself:
1. Is this a VDP? Situation Decision state
2. If so, use an agreed-upon alternative response
Two-step Neutralizing Routine for Staff:
Neutralizing Routines for Reducing Effects of Implicit Bias
Setting event Antecedent Behavior Consequence
Lack of positive interactions with student
Fatigue
Loud complaints about work (subjective behavior)
Send student to office (ODR)
Student leaves class (Escape social interaction)Alternative
Response“See me after class.”
Self-assessment“Is this a vulnerable
decision point?”
Brief If-then statements Clear steps Doable
What makes for a good neutralizing routine?
Delay“See me after class”
PauseThink it through
Use least exclusionary choiceDelayed ODR
AskState your confidence in themDiscuss privately
What makes for a good alternative response?
“If this is a VDP, am I acting in line with my values?”
“If defiance, keep in class” “If I am tired, delay decision until I can think
clearly”
Neutralizing Routine Examples
When you have to handle problem behavior, stop and tell yourself:
1. Don’t just do something, stand there! Be sure you are ready to act in line with values Get information from student and staff Assess student-teacher relationship
2. Whenever possible, use an agreed-upon instructional response
Teaches missing skills Connects student to school and staff
Two-step Neutralizing Routine for Administrators:(Susan Barrett)
Erik J. [email protected]
Kent [email protected]
@_kentmc
Cannon Beach, Oregon © GoPictures, 2010
Contact Information
Gailliot, M. T., Peruche, B. M., Plant, E. A., & Baumeister, R. F. (2009). Stereotypes and prejudice in the blood: Sucrose drinks reduce prejudice and stereotyping. Journal of Experimental Social Psychology, 45, 288-290.
Girvan, E. J. (2014). Wise restraints?: How learning the law affects socially-biased decision-making. How Learning the Law Affects Socially-Biased Decision-Making (June 4, 2013) (available at SSRN: http://ssrn.com/abstract=2274314)
Girvan, E. J., Burns, R., Whittaker, J. D., & Borgida, E. (2014). Regulatory depletion exacerbates racial bias. Manuscript submitted for publication.
Greenwald, A. G., & Pettigrew, T. F. (2014). With malice toward none and charity for some: Ingroup favoritism enables discrimination. American Psychologist, 69, 669-684.
References
McIntosh, K., Girvan, E. J., Horner, R. H., & Smolkowski, K. (in press). Education not incarceration: A conceptual model for reducing racial and ethnic disproportionality in school discipline. Journal of Applied Research on Children.
McIntosh, K., Barnes, A., Morris, K., & Eliason, B. M. (2014). Using discipline data within SWPBIS to identify and address disproportionality: A guide for school teams. Eugene, OR: Center on Positive Behavioral Interventions and Supports. University of Oregon.
Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751.
References
Skiba, R. J., Chung, C. G., Trachok, M., Baker, T., Sheya, A., & Hughes, R. L. (in press). Where should we intervene? How infractions, students, and schools all contribute to out-of-school suspension. In D. J. Losen (Ed.), Closing the school discipline gap: Research for policymakers. New York: Teachers College Press.
Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34, 317-342. doi: 10.1023/A:1021320817372
Staats, C. (2014). State of the science: Implicit bias review 2014. Columbus, OH: Kirwan Institute.
Vincent, C. G., Swain-Bradway, J., Tobin, T. J., & May, S. (2011). Disciplinary referrals for culturally and linguistically diverse students with and without disabilities: Patterns resulting from school-wide positive behavior support. Exceptionality, 19, 175-190.
Wallace, J. M. J., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 1991–2005. Negro Educational Review, 59, 47-62.
References