Unconscious Biases and How to Defeat Them

Below are some of the four most common uncommon biases educators face and I
have researched effective methods to avoid them and promote equity in the
classroom.

1) Boys (and some girls) are out of control in the classroom.

a. Naturally, boys (and some girls) between the ages of 11-13 exhibit
high levels of energy and the need for motor movement which is often
associated with disruptive behavior in the class. How can we harness
this energy and support even the brightest of minds despite their
impulses?
i. Utilize competitive games and motor/kinesthetic-based activities
ii. Combine and explicitly teach how competition goes hand-inhand with teamwork.
iii. Encourage boys to struggle with open-ended questions and
perceive learning as a sort of quest or challenge.
2) Girls arent good at math.
a. Girls for whatever reason are perceived at less capable at more strictly
logical and rational subjects like math or science and even when
grades and test scores are accounted for the bias still exists.
i. Teach students that academic abilities improve with persistence
(grit).
ii. Provide informational, prescriptive feedback to students You
worked hard to solve that problem instead of Youre smart.
iii. Introduce girls to female role models in math and science.
3) The students you like get better grades.
a. Students who are considered teachers pets more often get the benefit
of the doubt than we realize. In upwards of 1 in 10 cases, a teachers
feelings about a student had a direct influence on their toughness in
grading.
i. Teachers should strive to be aware of the students they are
closer with and grade their work blindly if possible (without
reading names).
ii. Whenever possible rubrics should be used for grading and be
the anchor for grading.
iii. Grouping in teams to grade and reviewing the norms (rubrics) to
avoid unconscious bias.
4) Introverted students are stupid.
a. Students who need quiet and time to themselves are falsely associated
with a lack of intelligence. When described as quiet or shy on average
teachers have a higher chance of assuming there are less intelligent.
i. Class activities should be balanced with quiet, independent work
as well as collaboration.

ii. When engaging in class discussions and group activities ensure

there is also built in quiet time for reflection upon ideas and
questions. Group roles that are better suited to their abilities can
also be of help.