Special Report
Professional Development

Next Step in Diversity Training: Teachers Learn to Face Their Unconscious Biases

By Sarah Schwartz — May 14, 2019 5 min read
Marie Hatwan, the principal of Marshall Academy of the Arts, discusses her group’s ideas to address implicit bias during the training.
  • Save to favorites
  • Print

Teachers—and their implicit biases—can directly impact the opportunities afforded to students of color. Teachers make the first decisions about behavioral consequences that lead to referrals and suspensions. And they often serve as gatekeepers for gifted, honors, and Advanced Placement courses, deciding who to recommend for these tracks.

As part of efforts to address these inequities, some districts are turning to professional development.

They’re holding trainings that aim to make teachers more aware of their unconscious biases—and, hopefully, change their behavior in the classroom.

“Since I’ve been working in the district, we’ve had all kinds of PD on stereotypes, but this was a little different,” said Joi Mahoney-Curry, the Title I literacy lead at Boulevard Elementary School in the Cleveland Heights-University Heights City school district, who participated in the district’s implicit-bias training.

Historically, teacher diversity trainings have been focused on understanding the behavior or characteristics of students who come from different backgrounds than their teachers, said Kathleen King Thorius, the executive director of the Great Lakes Equity Center in Indianapolis. Implicit bias and equity training flips this script, asking teachers to critically examine how their own identities have shaped their experiences. And it proposes a call to action: What should we, as teachers, do about inequities?

Shift in Mindset

In California’s Long Beach Unified school district, students are leading some of these conversations.

The district is working with Californians for Justice, a youth advocacy organization for equity in California schools, on a partnership aiming to lessen the racial disparities in the school system. In the district last school year, almost 10 percent of black students and 7 percent of Pacific Islander students had been suspended at least once, compared to about 2 percent of white students.

As part of its work, the advocacy organization has offered two voluntary trainings open to district staff—one on relationship-centered schools, and one on implicit bias. Sessions are facilitated by students who have been trained as youth leaders by CFJ.

Teachers and administrators of Long Beach Unified school district do a group stretch during a professional development day about implicit bias on April 13. Californians for Justice, a youth advocacy organization for equity in California schools, led the voluntary training at the Teacher Resource Center in Long Beach, Calif.

Kristina Kim, a high school Spanish teacher in the district, attended the implicit-bias training in April. When one student talked about a teacher who had made offhand insensitive comments, Kim took note. Teachers may not realize when they make hurtful remarks, she said, but students notice. The training reminded her not to make assumptions about students based on things like their clothing choices or the way they speak.

Like in Long Beach, implicit-bias trainings in the Cleveland Heights-University Heights City school district are also designed to close opportunity gaps.

When the district started its equity initiative in the 2014-15 school year, black and Latino students made up about 80 percent of the district. But they only comprised about 15 to 20 percent of most Advanced Placement classes, and were overrepresented in suspensions, expulsions, and referrals, said Sandy Womack, the director of principal leadership and development and the head of the district’s equity initiative.

The district had offered diversity PD before, said Womack, but it was voluntary, and focused mostly on holidays like Black History Month. Now, equity training is essential professional learning—the district advocated to include it in teachers’ negotiated contract in 2016.

A series of three trainings are mandatory for all teachers in the district: a course on self-identity, one that explores stereotypes and microaggressions, and one that addresses the historical marginalization of students of color in the United States.

Eric Cohen, a 4th grade gifted-intervention teacher who is white, said the trainings have pushed him to reflect on his own discipline practices.

If two black boys broke a rule in his class, for example, had he doled out the same consequences as he would have to two white girls?

Facilitators gave teachers the tools to make different choices, Cohen said. “Instead of writing a referral for a student who’s misbehaving, think about—well, what’s going on? What’s happening in that kid’s life, and how could I address it in a different way than a referral?” he said.

Jessica Smith, a 2nd grade teacher at Birney Elementary School in Long Beach, Calif., participates in group discussions during a professional-development session.

Asking these questions contributes to a shift in mindset, said Mahoney-Curry: Instead of cataloguing students’ and families’ perceived deficits and casting blame, teachers are encouraged to focus on tackling the structural barriers at school that prevent student success.

But even as some teachers have examined—and changed—their practice, not everyone is ready to have these tough conversations.

Joyce Bukovac, a high school math teacher in the district, was part of the equity task force and participated in the pilot trainings. Exploring identity and bias with her fellow equity council members in those first sessions felt safe, she said, because she trusted them. But when she participated in a later training with a broader group of district staff, she noticed that some people were visibly uncomfortable. “It’s hard to build trust in a 45-minute or half-hour session,” she said.

Preaching to the Choir?

This is the tension that school districts face in deciding how to roll out professional learning around implicit bias. Make these trainings optional, and the staff that show up are invested in changing school culture and their own practice. Make trainings mandatory, and you’ll reach everyone but face additional challenges. Before people from diverse backgrounds can feel comfortable discussing their experiences with race, they need to spend time developing “psychological safety,” said Womack. Even once teachers build that trust, they have different beliefs about what causes opportunity gaps, he said.

Participants brainstorm ways to address implicit bias during one session in the day-long professional development.

Schools and districts need to decide for themselves which approach works best for them and their teachers, said Norma Rodriguez, the organizing and policy director of Californians for Justice. Starting with one school or one group of committed teachers can still effect change, she said. “The trickle effect rolls out.”

Long Beach hasn’t mandated the CFJ workshops for all teachers, and is still in an exploratory phase when it comes to developing districtwide equity and bias trainings, said Jill Baker, the deputy superintendent of schools for Long Beach Unified. These CFJ trainings could form the foundation of an eventual training curriculum, she said.

In Cleveland, ongoing training has been essential, said Mahoney-Curry. Teachers need continuing conversation with colleagues. “It’s not something where you can say, ‘Here: Do this, and you’ll be fixed.’”

BRIC ARCHIVE

A version of this article appeared in the May 15, 2019 edition of Education Week as The Power of Facing Our Unconscious Bias

Events

Ed-Tech Policy Webinar Artificial Intelligence in Practice: Building a Roadmap for AI Use in Schools
AI in education: game-changer or classroom chaos? Join our webinar & learn how to navigate this evolving tech responsibly.
Education Webinar Developing and Executing Impactful Research Campaigns to Fuel Your Ed Marketing Strategy 
Develop impactful research campaigns to fuel your marketing. Join the EdWeek Research Center for a webinar with actionable take-aways for companies who sell to K-12 districts.
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Privacy & Security Webinar
Navigating Cybersecurity: Securing District Documents and Data
Learn how K-12 districts are addressing the challenges of maintaining a secure tech environment, managing documents and data, automating critical processes, and doing it all with limited resources.
Content provided by Softdocs

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Professional Development Opinion Teacher Collaboration Often Means Analyzing Student Data to Boost Learning. But Does It Work?
For this professional development to be effective, teachers need a blame-free, action-oriented protocol, writes a longtime data coach.
Ronald S. Thomas
5 min read
Image of 3 people looking at data, looking to impact outputs in positive ways.
z_wei/iStock/Getty and Education Week
Professional Development Coming Soon: PD Mega Event From ISTE/ASCD
Bringing the two events to the same venue is a huge step.
2 min read
Attendees walk around the expo hall, where technology companies showcase their products, at the 2022 International Society for Technology in Education conference in New Orleans on June 28.
Attendees walk around the expo hall where technology companies showcased their products at the International Society for Technology in Education conference in New Orleans on June 28, 2022.
Lauraine Langreo/Education Week
Professional Development From Our Research Center Teachers Desperately Need AI Training. How Many Are Getting It?
Teachers' lack of AI knowledge and support hinders their use of the technology.
2 min read
Illustration of AI and classroom tools.
Anna Frajtova/iStock/Getty
Professional Development Opinion Are Your Staff Meetings Unfocused and Disjointed? Try These 5 Strategies
Too often, staff meetings do not focus on learning, which is a lost opportunity. Here's how to make them more meaningful.
Michael Nelson & Peter DeWitt
6 min read
Screen Shot 2024 02 18 at 4.01.50 PM
Canva