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School-to-Prison Pipeline in Indian Country
Addressing Implicit Bias
Morgan Craven
Texas Appleseed, School‐to‐Prison Pipeline
Sarah Redfield
ABA Coalition on Racial & Ethnic Justice & UNH
1(c) Sarah Redfield 2016 all rights reservedINTRO
Are you biased ?
• Do you judge every student / client / applicant / party by his or her abilities only?
• What about those who are a bit emotionally “odd”?
• What about women who are “frumpy”?
INTRO (c) Sarah Redfield 2016 all rights reserved 3
**Judging talent
https://www.youtube.com/watch?v=RxPZh4AnWyk&feature=youtu.be&t=26
http://www.susanboylemusic.com4(c) Sarah Redfield 2016 all rights reservedINTRO
If
Anyone who thought she was going to sound like she sounded before heard her
the first time, you probably know everything I’m going to say . . .
5(c) Sarah Redfield 2016 all rights reservedINTRO
INTRODUCTIONS
+INTRO (c) Sarah Redfield 2016 all rights reserved 6
WHAT Brings US HERE?
+INTRO (c) Sarah Redfield 2016 all rights reserved 7
THE BIG QUESTION*
INTRO (c) Sarah Redfield 2016 all rights reserved 8
Why are the manifestations of disproportionalities and inequities so large and so intransigent? Why is progress so slow?Many answers, focus here on one, new science around implicit bias.
“How does one explain persistent racial inequality in the face of declining racial prejudice?
This riddle. . . is the fundamental problem facing contemporary scholars of race in the United States . . .
A related and equally provocative question, however, is this: Why have we not answered this question yet?”
Phillip Atiba Goff(c) Sarah Redfield 2016 all rights reservedINTRO
Intro 10
Implicit Bias & Its Correlates
Introduction
Manifestations in the School-to-Prison Pipeline
Debiasing
Open Discussion
(c) Sarah Redfield 2016 all rights reserved10
BIG THEME
INTRO (c) Sarah Redfield 2016 all rights reserved 11
Understanding unintended or implicit biases, messages, and actions can
improve our ability to respond fairly & make fair decisions.
No blame
INTRO (c) Sarah Redfield 2016 all rights reserved 12
Because we are often responding with unintended and implicit biases or
associations, there is no blame.
DESPITE PROGRESS IN #S AND LAWS THE MANIFESTATION OF DISPROPORTIONALITY & INEQUITY REMAINS
stalled
(c) Sarah Redfield 2016 all rights reserved 13Intro/Manifestation
MANIFESTATIONS SCHOOL TO PRISON
Morgan Craven
Texas Appleseed et al.
14
6 out of 10
Particularly for Vague offenses
Unequal Harms
Out-of-School Suspensions by Race Grades K-2
(2013-14)
Most were discretionary
Particularly for Vague offenses
What’s Missing?
Some Studies- How it plays out
Tracking Eye Movements
Yale Child Study Center, 2016
Implicit Bias “Hot Spots”
• Ambiguity– Unfamiliar students or situations
• Distractions– High cognitive load
• Stress– Emotional duress
• Pressure– High stakes, time constraints
How is Implicit Bias Training Useful:1. Personal change
2. Large-scale change when adopted by many educators, administrators, policy
makers, and others
3. Vehicle to discuss race/racism, equity, and other difficult topics
4. Opportunity to employ proven methods like restorative justice
5. Make sense of disproportionalities
6. Identify opportunities for systemic change: policies and practices like overly-
punitive school discipline that allow the natural human tendencies like IB to
result in discriminatory outcomes must be addressed.
Implicit Bias Defined
+Implicit (c) Sarah Redfield 2016 all rights reserved 26
an unconscious association or preference that is so established as to operate outside of our awareness, without intent, or without control
Person who is implicitly biased:
IMPLICIT (c) Sarah Redfield 2016 all rights reservedBanaji & Greenwald 27
• Is UNAWARE that has such bias
•Makes unconscious assumptions about groups of individuals and situations
•Makes decisions based on such assumptions
ComparisonIMPLICIT ATTITUDES
reflect learned associations that can exist outside of conscious awareness or control.
EXPLICIT ATTITUDES
are deliberately generated and consciously experienced as one’s own.
IMPLICIT(c) Sarah Redfield 2016 all rights
reserved 28
Black Monopoly
IMPLICIT (c) Sarah Redfield 2016 all rights reserved 29
IMPLICIT (c) Sarah Redfield 2016 all rights reserved 30
without knowing that’s what I’m doing
• *You ask me if my decisions are biased in favor of the abled compared to disabled?
• I tell my HR person off the record there is no way I’ll ever hire a handicapped driver.
• You are in a wheelchair, I talk louder
The old way to measure bias…ASK
1 Strongly Disagree 2 Disagree 3 Neither Agree Nor Disagree 4 Agree 5 Strongly Agree
I would never discriminate.
Discrimination against blacks is no longer a problem in U.S.
People make more fuss about discrimination against Blacks than is necessary.
I consider racial discrimination to be a serious social problem.
31(c) Sarah Redfield 2016 all rights reservedIMPLICIT
The new way to measure…TEST
• New methods don’t rely on self-reporting.
• Implicit Association Test, Project Implicit, https://implicit.harvard.edu/implicit/IMPLICIT 32(c) Sarah Redfield 2016 all rights reserved
IMPLICIT ASSOCIATION TEST
MPLICIT IAT (c) Sarah Redfield 2016 all rights reserved 33
What has the IAT et al. shown?
• Implicit biases are pervasive.
•People are often unaware of their implicit biases.
• Implicit biases predict behavior.
•People differ in levels of implicit bias. IMPLICIT/IAT (c) Sarah Redfield 2016 all rights reserved
PROJECT IMPLICIT 34
IAT
IAT Native American / White Am /Foreign
42%
IAT Women & Family/Women & Career
IMPLICIT PROJECT IMPLICIT/CRENSHAW 36(c) Sarah Redfield 2016 all rights reserved
23%
Intersectionality
IAT European American / African American
IMPLICIT PROJECT IMPLICIT/IAT37(c) Sarah Redfield 2016 all rights reserved
29%
Statistically Small Effects of the Implicit Association Test Can Have Societally Large Effects
Anthony G. Greenwald, Mazarin R. Banaji & Brian A. Nosek, 108 J.
PERSONALITY & SOC. PSYCHOL. 553, 557 (2015)
38(c) Sarah Redfield 2016 all rights reservedImplicit
• Small effect over large number of people• Small effect repeated and repeated over small
number of people
Stepping back…The brain’s use of schemas explains the IAT.
(c) Sarah Redfield 2016 all rights reservedScience/Prime
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Priming - concept in memory that is then given increased weight in subsequent judgment tasks” and is “accessible so that it can be readily used in evaluating related objects.”
Science/Prime 40(c) Sarah Redfield 2016 all rights reserved
More simply . . .
When we bring a concept to mind, we also bring to mind other concepts that are closely associated with it, e.g., doctor/nurse, or, Black/criminal.
Priming: truth of the familiar
wrinkle, wise, bingo
random words
Science/prime(c) Sarah Redfield 2016 all rights reserved 42
Polite, helpful
(except . . .)
.
“sensitivity of implicit attitudes to priming effects
(i.e., to the influence of contextual factors)
has now been well established”
Sciene/Prime 43(c) Sarah Redfield 2016 all rights reserved
Primes response
• Words
• Context
• Faces
• People
• AND ONCE SEEN, PRIMES ARE HARD TO UNDO.
Science/Prime 44(c) Sarah Redfield 2016 all rights reserved
.
Stereotype is “the association of specific traits, roles, and characteristics with a person or a group based on group membership.”
Sometimes stereotypes are true.
46IMPLICIT/Stereotype (c) Sarah Redfield 2016 all rights reserved
But sometimes hard to know, then= schemas, primes, etc.
result in bias
Duncan 47(c) Sarah Redfield 2016 all rights reservedImplicit/Stereotype
Ambiguity leads to racial attribution.
Implicit/Stereotype Duncan 48(c) Sarah Redfield 2016 all rights reserved
Birt L. Duncan, Differential Social Perception and Attribution of Intergroup Violence: Testing the Lower Limits of Stereotyping of Blacks, 34 J. Personality & Soc. Psych., 590 (1976).
Skeptical?
49(c) Sarah Redfield 2016 all rights reservedIMPLICIT/SKEPTICAL
IMPLICIT/SKEPTICAL Barres 50(c) Sarah Redfield 2016 all rights
reserved
Would you hire this man?
Ben Barres
“I was born a woman. Thirteen years ago, at the age of 40, I decided to change my sex. I did this not to gain any male advantage, but rather, because of a lifelong gender identity confusion . . . [B]y far, the biggest difference I have noticed is that people who do not know that I was a woman treat me with far more respect. I can even complete a whole sentence without being interrupted by a man.” - Ben Barres, PhD, Professor of Neurobiology, and Chair of the Department of Neurobiology, Stanford University School of Medicine
Implicit/Skeptical NATURE 51(c) Sarah Redfield 2016 all rights reserved
IN- AND OUT-GROUPS
GROUP (c) Sarah Redfield 2016 all rights reserved 52
“Our strong conclusion is that, in present-day America, discrimination results more
from helping in-group members than from harming outgroup members.”
Anthony G. Greenwald & Thomas F. Pettigrew
53(c) Sarah Redfield 2016 all rights reservedGROUP
**Considering Cultural Groups
GROUP (c) Sarah Redfield 2016 all rights reserved 54
Cultural Groups are “… groups of people who consciously or unconsciously share identifiable values, norms, symbols, & some ways of living that are repeated & transmitted from one generation to another.”
We are all part of our own cultural groups.
GROUP 55(c) Sarah Redfield 2016 all rights reserved
We prefer our own. No matter how we define our own.
56(c) Sarah Redfield 2016 all rights reservedGroup
Henri Tajfel,Minimal Group Paradigm Studies(1979)
Cognitive consistency: If I am good, and I am Gray&Beige, then other
Gray&Beiges are also good.
Rudman & others 57(c) Sarah Redfield 2016 all rights reservedGROUP
.
But then there is STATUS
If Gray&Beige is bad, and I am Gray&Beige, Orange&Pink is good…
58(c) Sarah Redfield 2016 all rights reservedGROUP
Labels
As analogous to groups
Also with consequences
59(c) Sarah Redfield 2016 all rights reservedLABELS
Un-American
Limited English Proficiency
Intellectually disabled
Emotionally Disturbed
From a good family / bad one
Defiant / insubordinateDevos Vendantam 60(c) Sarah Redfield 2016 all rights reservedLABELS
Labels have consequences.
Show me the evidence
Can this be changed?
MICROMESSAGING
Micromessaging (c) Sarah Redfield 2016 all rights reserved 61
Micromessaging Punch(c) Sarah Redfield 2016 all rights reserved 62
Recap Implicit biases
• Are dissociated from explicit biases
• Can and do influence decisions & actions (verbal/non)
• Can be contagious
GROUPS/Contagious (c) Sarah Redfield 2016 all rights reserved 63
Greg Willard, Kyonne-Joy Isaac, Dana R. Carney, 128 ORGANIZATIONAL BEHAVIOR
AND HUMAN DECISION
PROCESSES 96 (2015)
Recap Increasing evidence THAT
• Implicit association and cognition influence and predict REAL-WORLD BEHAVIOR & CONSEQUENCES
• “As disturbing as this evidence is, there is too much of it to be ignored.”
SCIENCE REALWORLD CONSEQUENCES(c) Sarah Redfield 2016 all rights reserved Kang & Banaji 64
Jerry Kang & Mahzarin Banaji Fair Measures: A Behavioral Realist Revision of Affirmative Action, 94 CALIF. L. REV. 1063 (2006).
All implicit in context
REAL WORLD CONSEQUENCES
65(c) Sarah Redfield 2016 all rights reservedSCIENCE REALWORLDCONSEQUENCES
Show me the great/lousy professor.
SCIENE REALWORLDCONSEQUENCES (c) Sarah Redfield 2016 all rights reserved 66
Lillian MacNell, et al. What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching, J. COLLECTIVE BARGAINING IN THE
ACADEMY (2015)
• Male or perceived to be male statistically higher ratings.
• Direct comparison on timeliness, of posting grades a 4.35 out of 5 for male, 3.35 for female.
Can this be changed?
Show me the dumb lawyer.
• Thomas Meyer
• 3rd year associate
• NYU
• African American
SCIENCE REALWORLDCONSEQUENCES (c) Sarah Redfield 2016 all rights reservedReeves Colored by Race 67
• Thomas Meyer
• 3rd year associate
• NYU
• Caucasian
ARIN N. REEVES, COLORED BY RACE: BIAS IN THE
EVALUATION OF
CANDIDATES OF COLOR
BY LAW FIRM HIRING
COMMITTEES (2015)
Show me the dumb lawyer.
SCIENCE REALWORLDCONSEQUENCES (c) Sarah Redfield 2016 all rights reserved 68
TOLD AUTHOR WAS BLACK TOLD AUTHOR WAS WHITE
• Score: 3.2 • More identified
errors (5.8)• Needs lots of
work• Can’t believe
went to NYU
• Score: 4.1 • Fewer
identified errors (2.9)
• Generally good writer with potential
• Good analytic skills
Can this be changed?
“We find that…more personal fouls are awarded against players when they are officiated by an opposite-race officiating crew than when officiated by an own-race refereeing crew. These biases are sufficiently large that we find appreciable differences in whether predominantly black teams are more likely to win or lose, according to the racial composition of the refereeing crew.”
(c) Sarah Redfield 2016 all rights reservedSCIENCE REALWORLDCONSEQUENCES
Price & Wolfers 69
Show me the losing team.
Show me the dumb child.
SCIENCE REALWORLDCONSEQUENCES 70(c) Sarah Redfield 2016 all rights reserved
Dr. Kenneth Clark (1939)
Margaret Beale Spence, CNN Pilot Demonstration (2013)
DEBIASING
Debiasing (c) Sarah Redfield 2016 all rights reserved 71
Cumulative…
While implicit biases may seem subtle, the cumulative effects of repeatedly skewed perceptions and attributions likely have profound effects on life
outcomes.
Greenwald, Banaji, & Nosek, 2015 72(c) Sarah Redfield 2016 all rights reservedSummary
However, the path from implicit bias to discriminatory action is not inevitable. People's awareness of potential bias, their motivation and opportunity to control it, and sometimes their consciously held beliefs can determine whether biases in the mind will manifest in
action.
Greenwald, Banaji, & Nosek, 2015 73(c) Sarah Redfield 2016 all rights reservedSummary
SCIENCE REALWORLDCONSEQUENCES Wald 74(c) Sarah Redfield 2016 all rights reserved
An explosion of new research
debiasing Devine 75(c) Sarah Redfield 2016 all rights reserved
“Our data provide evidence demonstrating the power of the conscious mind to intentionally deploy strategies to overcome implicit bias.” Patricia Devine, Long-Term Reduction in Implicit Bias: A Prejudice Habit-Breaking Intervention
• To ameliorate or cause a break in the path of bias calls for a more reflective, mindful approach.
• While there is no blame in the quick shortcut working of our brains,also not an excuse.
76(c) Sarah Redfield 2016 all rights reserved
debiasing
Motivation
debiasing/Motivation (c) Sarah Redfield 2016 all rights reserved E.g., Monteith Devine 77
Margo J. Monteith, Schooling the Cognitive Monster: The Role of Motivation in the Regulation and Control of Prejudice
Nilanjana Dasgupta & Shaki Asgari, Seeing Is Believing.
There is good news. Motivation makes a difference.
There is good news.Motivation
Smith et al. Bioscience 78(c) Sarah Redfield 2016 all rights reserveddebiasing/Motivation
While the exact mechanisms for change continue to be researched, we know that implicit biases are malleable.
But even if trained…
• Can be tiring
• Hard to know what
• Hard to know when.
debiasing/Motivation (c) Sarah Redfield 2016 all rights reserved High IQ Pro79
Even if trained…when?
• Simple problems
• Complicated problems
• Complex problems
• Critical discretionary decision points
debiasing/Discretion (c) Sarah Redfield 2016 all rights reserved 80
Awareness & Education
While research is still emerging, existing research supports initiatives that train us to become aware of our implicit biases—for example, by taking the Implicit Association Test (IAT)—and that educate us as to the manifestation of disparities and impacts of implicit bias in society.
debiasing 81(c) Sarah Redfield 2016 all rights reserved
Become aware. Be TRAINED.
debiasing/Intend/Train (c) Sarah Redfield 2016 all rights reserved 82
Examples for trainingSome implicit responses can be interrupted by adopting new patterns of behavior such as by
– increased exposure to positive exemplars
– increased positive contact with counter-typical groups or behavior.
debiasing 83(c) Sarah Redfield 2016 all rights reserved
Counterstereotype
• “In rough terms, if we have a negative attitude toward some group, we need exposure to members of that group to whom we would have a positive attitude. If we have a particular stereotype about some group, we need exposure to members of that group that do not feature those particular attributes.”
debiasing 84(c) Sarah Redfield 2016 all rights reserved
Examples for Training
• Some implicit biases can be interrupted by adopting certain ways of thinking or analysis, to brake your thinking and reduce the easy accessibility of stereotypic knowledge and stereotypic response for example, by:–considering the opposite or plausible
alternative(s)—if the facts were applied to the father instead of the mother
debiasing (c) Sarah Redfield 2016 all rights reserved 85
Examples for training
• taking another’s perspective, or imagining yourself in the other person’s situation—if I found myself unemployed
• using if-then exercises, where goals are specifically set to be triggered at a certain event; for example, if I am deciding to detain a young person, then I will consider a set (given number) of options.
• using specific preventive steps such as checklists, bench cards, or decision guides.
:
debiasing 86(c) Sarah Redfield 2016 all rights reserved
Notice your environment.
debiasing/Attend
DEBIA
S
(c) Sarah Redfield 2016 all rights reserved
Examples for training
Some implicit responses can be interrupted by attending to the particulars of a situation, such as, by
– individualizing attention (individuating), to consider the individual’s characteristics as apart from group stereotypes—thinking about the attributes of this particular person that distinguish him/her from his/her group
– also considering the individual apart from a given context
–slowing down enough to not just see what is expected
• and the reverse, considering what we do see—it’s
88(c) Sarah Redfield 2016 all rights reserved
Individuate.89
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debiasing/Individuate
Markus Brauer , et al., Describing a group in positive terms reduces prejudice less effectively than describing it in positive negative terms, 48 J. Experimental Social
You see what you expect, but …
Joshua Bell 90(c) Sarah Redfield 2016 all rights
reserved
debiasing/Attend/SWYE
Matthew Riccio, Shana Cole & Emily Balcetis, Seeing the Expected, the Desired, and the Feared: Influences on Perceptual Interpretation and Directed Attention, 7 Soc. & Personality Psychol. Compass 401 (2013).
Modify process.
Consider procedural or organizational changes to determine what really does
require a stare.
91(c) Sarah Redfield 2016 all rights reserveddebiasing
Example, IF THEN if I see microaggression……
debiasing/Intervene (c) Sarah Redfield 2016 all rights reserved Gaslight 92
Offer support; offer a Sanity Check
JAY SMOOTH
debiasing (c) Sarah Redfield 2016 all rights reserved
Remember too,it’s not a one time fix(aka the dental hygiene approach)
TEDxHampshireCollege - Jay Smooth - How I Learned to Stop Worrying and Love Discussing Race
TEN+ TIPS for debiasing
1. Be motivated, it’s all about you.
2. Be trained.
3. Become aware.
4. Notice your environment.
5. Increase contact (approach & accept).
6. Consider different perspectives.
7. Modify your own approach to fit the decision /situation.
8. Modify organizational approaches.
9. INDIVIDUATE
10.Demand the evidence.
+ Be an active player or bystander.
++ Remember procedural justice.
debiasing94(c) Sarah Redfield 2016 all rights
reserved
HOMEWORK 1: WATCH
95(c) Sarah Redfield 2016 all rights reservedCONNECTIONS
Everywhere? Certainly the media
DISCUSSION (c) Sarah Redfield 2016 all rights reserved 96
"A young man walks through chest deep flood water after looting a grocery store in New Orleans on Tuesday."
"Two residents wade through chest-deep water after findingbread and soda from a local grocery store in New Orleans, Louisiana."
HOMEWORK 2
• Be engaged and accountable.
97Professor Sarah Redfield
INTERVENE against bias, especially if you can do so from a safe (and powerful) position…