What is Implicit Bias?

One major barrier to equitable teaching is implicit (or unconscious) bias. Implicit bias refers to the value associations we all unthinkingly hold and may apply to others; this includes negative associations with marginalized groups as well as positive associations with people similar to us and groups associated with social prestige. An instructor’s implicit bias will impact students and the classroom in the following ways: 

• Who is in the classroom: Due to bias in recommendation letters, students with marginalized identities may have access to fewer opportunities. 

• Who is called on in class: Implicit bias may result in instructors calling on marginalized students less often. 

• How assessments are graded: If students can be identified during the grading process, marginalized students’ work may be evaluated less favorably. 

• How interactions are understood: Marginalized students are less often given the benefit of the doubt in social situations. For example, questions about assignments or policies may be interpreted as combative or lazy.  

• Who finds a mentor: Instructors may be less likely to devote additional energy to a student from a marginalized group.

Source: State of the Science: Implicit Bias in Education 2018-2020 

Additionally, marginalized students’ awareness of implicit biases working against them can impact their educational performance: stereotype threat is the idea that people with marginalized identities are in danger of “confirming” negative stereotypes held by others through their actions or characteristics. The stress caused by stereotype threat directly, as well as by any effort the student puts in to prevent that confirmation, is a substantial cognitive load for students to bear, which reduces the amount of energy and attention they have available for learning (Univ. of Colorado Boulder CTL). Owens and Massey (2011) also found that stereotype threat can have strong negative effects on the performance of marginalized individuals in the real world, as well as in laboratory settings. 

Strategies for Reducing Implicit Bias in the Online Classroom

To reduce the impact of implicit bias in your courses, we recommend the following strategies: 

Mindfulness

Taking your time and being aware of your thoughts and actions is a relatively simple way to reduce how much implicit biases affect your actions: mindfulness exercises, even those completely unrelated to bias, have been shown to reduce implicit bias. 

To reduce the effects of implicit bias throughout your community of learners, you might consider encouraging students to participate in mindfulness exercises as well.

Blind Grading 

If possible, consider removing all student identifiers from assessments while grading; this will prevent implicit bias from coloring your evaluation. D2L has an optional setting, Anonymous Marking, that hides students’ names during grading to assist with this process. 

Representation in Course Materials 

Including a diversity of voices and perspectives in your course materials can help a wider range of students to feel welcome in your classroom. If students feel they belong, the stress of stereotype threat will be reduced. 

Continue Learning 

Expanding your awareness through education, as well as mindfulness, will help you discover potential issues and, more importantly, strategies to prevent and defuse them. The Office of Equal Opportunity & Compliance offers a variety of trainings that you can take advantage of to expand your toolkit.