It’s Personal
Embracing implicit bias to positively impact our youngest learners
Our review aimed to analyze, synthesize, and evaluate the existing research related to the awareness of and impact of early childhood educators’ implicit bias in classrooms.
Purpose
How do early childhood educators recognize and address their implicit biases to provide more equitable learning opportunities for all children?
Research Question
Method
Qualitative studies were systematically analyzed and synthesized to complete this meta-synthesis which was used to assist in finding and understanding teachers’ experiences during classroom activities.
Systematic Process
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02
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Agenda
Acknowledging implicit bias promotes explicit change
Authentic approaches to creating equitable learning opportunities
Developing relationships is the core to being responsive
Awareness and Reflection
Culturally Responsive Pedagogy
Teaching Strategies
“Each and every child, birth through age 8, has the right to equitable learning opportunities—in centers, family child care homes, or schools—that fully support their optimal development and learning across all domains and content areas” (p. 6).
NAEYC Position Statement
Awareness and Reflection
01
Are you biased?
What is an implicit bias?
Bias vs racist
What is implicit bias?
To participate in an interactive poll.
Scan the QR code
Collect and analyze data on our group.
Enter 8777 3738
What do I know and how do I know it?
Engage in Metacognition
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02
03
Implicit Bias
“unconscious associations and attitudes [which] may not align with the beliefs we hold outwardly or explicitly and [which] can affect our professional perceptions, decisions, and actions in ways that favor one group or social identity over another”
Spence et al 2021 (p. 2)
How do I identify and respond to my implicit bias?
After watching the video consider…
Spend a few moments
reflecting by
completing your
Personal Reflections of
group associations.
Increase Opportunities for Positive Contact
Refuting
Perspective Taking
�Re-Association
Four Tools for Interrupting Implicit Bias
Actively seek out situations that will expose positive examples
Counter-Stereotypic Imagining
Once a person recognizes she’s stereotyped a student of color, she thinks of examples that prove the stereotype to be wrong
Involves stepping into the shoes of someone that has been stereotyped.
Stereotype Replacement
Consider the reasons and actively replace this biased response with an unbiased one
Hammond, 2015
Check Our Bias to Wreck Our Bias
What do you think?
Rally Robin
What is your reaction to learning that,
“ Research shows that our racial biases are often more about who we choose to help than who we don’t. And we tend to help people who are similar to us.
What are some examples of this that you have seen or experienced in your own life?
Culturally Responsive Pedagogy/Teaching
02
What is Culturally Responsive Pedagogy?
What are the main tenants of CRP?
Understanding and Purpose
Gay (2013) defines CRP as a personal and professional “developmental process” (p. 57) that involves “advocacy for teaching to and through cultural diversity to improve the achievement of ethnically diverse students” (p. 53).
According to Gay, the purpose of CRP is to empower linguistically, racially, and ethnically diverse students by cultivating their cultural integrity, individual abilities, and academic success.
(Han, et al., 2014)
Culture Competence
Empowerment
High Expectations
Differentiated
The Benefits of Culturally Responsive Teaching
Teachers and students understand and appreciate different perspectives.
A sense of belonging makes learning easier and builds students’ self-confidence.
Students’ assets are used to create rigorous, student-centered instruction
Using an assets mindset allows schools to better identify and serve all students.
— Zaretta L. Hammond
“Culture, it turns out, is the way that every brain makes sense of the world. That is why everyone, regardless of race or ethnicity, has a culture. Think of culture as software for the brain’s hardware. The brain uses cultural information to turn everyday happenings into meaningful events. If we want to help dependent learners do more higher order thinking and problem solving, then we have to access their brain’s cognitive structures to deliver culturally responsive instruction.”
It’s about the Relationship!
Making it Happen
Give One/Get One
Teaching Strategies
03
What research based best practices support culturally responsive pedagogy?
Next Steps
Culture Competence
Empowerment
High Expectations
Differentiated
The Benefits of Culturally Responsive Teaching
Teachers and students understand and appreciate different perspectives.
A sense of belonging makes learning easier and builds students’ self-confidence.
Students’ assets are used to create rigorous, student-centered instruction
Using an assets mindset allows schools to better identify and serve all students.
Change
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Relationships First
Make Learning Contextual
Activate Prior Knowledge
Leverage Cultural Capital
Incorporate Popular Culture
Classroom Environment
Teaching Strategies
Connecting to students as individual is vital.
Help students connect the learning to their lived experiences.
Tap into what the students already know about the topic.
Seek ways for students to use and share their knowledge.
Connect the music, movies, and other media to student interest.
Create an inclusive environment.
Making changes from the inside out.
Thanks
CREDITS: This presentation template was created by Slidesgo, including icons by Flaticon, and infographics & images by Freepik
Method
A qualitative meta-synthesis is a systematic method of analyzing and synthesizing qualitative studies that provide insights into lived experiences. It can be used to understand the collective experiences of caregivers across multiple studies and provide greater insights into their needs and experiences (Douglas, Meadan & Schultheiss, 2021). A qualitative meta-synthesis is a research approach used to integrate, interpret, compare, and synthesize existing qualitative studies to identify essential parts of literature (Douglas, Meadan & Schultheiss, 2021). It is significant as it can be used to better broaden the teachers' knowledge to serve young children in the classroom without implicit bias. Therefore, the aim is to improve policies and strategies that can eliminate implicit bias in the classroom and provide viable education for young children. The qualitative research method had been valued for the potential it has to identify practice and policy (Thomas & Harden, 2021), which can provide data that would bring all the relevant information without the problem of interpretation, reading, and locating correlating research. Thus, we conducted a meta-synthesis to assist in finding and understanding teachers' experiences during classroom activities.
Systematic Process
Searching
We began the process of identifying studies for inclusion by conducting a search of the Google Scholar database using the following search terms: implicit bias, early childhood education, and teachers. Searching aimed to locate all relevant studies done on the keywords, which would avoid undermining the statistical models that underpin the analysis and bias of the results. It is tough to locate every available study because the results of conceptual synthesis do not change if the study captures only a few studies that contain the same concepts. Searching for qualitative data only depends on the range of concepts found in the study despite whether they agree. We reviewed the abstracts of the 797 studies. Studies included met the following criteria: they were empirical qualitative research studies published in peer-reviewed journals between 2011 and 2021 using the qualitative method of forwarding snowballing. We searched for studies in databases using a search string. Forward snowballing showed a higher precision and a slightly lower recall. It reduced by over five times the number of primary studies to filter however missed one relevant study. We searched extensively in all ‘grey’ relevant literature, seek authors of relevant studies.
Quality assessment
Each author of the research team analyzed three studies extensively and carefully. We analyzed key features of each study to become familiar with the findings and relevant discussion. Each author composed a memo for each study which included the information about APA citation, research questions and purpose, participants, settings, data source, and main findings. Each author extracted and coded the findings from the three studies they individually analyzed and shared their codes with the team for peer review. All team members met and discussed the codes generated for each individual study. Similar codes were condensed and categorized by different codes, such as whiteness racialized discourses and colorblind approach to building capacity for teacher awareness theme. Also, municipal policies and guidelines were codes for teacher education and professional development theme. Language as implementation for support was the third theme and discourse example of the code under the theme. Support and reflection were codes that were found for the teaching strategies theme. Culturally responsive teaching the fifth theme and racial differences one code for that theme. The meanings of themes were discussed, and definitions were created along with quotes supporting the identified code. An example of the teams’ jointly constructed codebook is available in Appendix A.
Buyer Persona Profile
Nekeisha Robinson
Zac O'Kelly
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Personality
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Trust
Mercury
Mars
What is Implicit Bias?
2010
2015
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Saturn
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Saturn is composed of hydrogen
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2018
Now
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What we do
Research
What we aim to achieve
Despite being red, Mars is actually a cold place
Advocacy and Lobbying
Jupiter is the biggest planet in the Solar System
Campaigns
and Action
Saturn is composed of hydrogen and helium
Awesome Words
Buyer Journey
Positive Experience
Negative Experience
Venus
Jupiter
Mercury
Mars
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Market Share
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Mercury is the closest planet to the Sun
Mercury
Despite being red, Mars is actually a cold place
Mars
Venus is the second planet from the Sun
Venus
50%
10%
40%
KPI Overview
$134
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Outreach
Donor Growth
Social Media Engagement
Average gift price
Upcoming Goals
Mercury is the closest planet to the Sun
Secure Equal Rights
Jupiter the biggest planet of them all
Reclaim Freedom
Venus is the second planet from the Sun
Respond to Crises
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Competitor Analysis
Mars
Jupiter
Mercury
Neptune
Us
Opportunities
Threats
Strengths
Weaknesses
SWOT Analysis
Mercury is the
closest planet
to the Sun
Neptune is the
farthest planet
from the Sun
Saturn is composed
of hydrogen
and helium
Despite being red,
Mars is actually a
cold place
S
W
O
T
Mars
Neptune
Venus
Strategy
Despite being red, Mars is actually a cold place. It’s full of iron oxide dust
Neptune is the farthest planet from the Sun and the fourth-largest
Venus has a beautiful name and is the second planet from the Sun
This Is a Map
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Timeline
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Day 01
Despite being red, Mars is actually a cold place
Day 02
Mercury is the closest planet to the Sun
Day 03
Jupiter is the fourth-brightest object in the sky
Day 04
Neptune is the farthest planet from the Sun
Budget
| First Quarter | Second Quarter | Third Quarter |
Voluntary Income | $55,000 | $80,000 | $70,000 |
Campaign Funds | $140,000 | $160,000 | $180,000 |
Investment Income | $100,000 | $70,000 | $120,000 |
Total | $295,000 | $310,000 | $370,000 |
Sales Funnel
Mercury is the closest planet to
the Sun
Awareness
Neptune is the farthest planet
from the Sun
Interest
Venus is the
second planet
from the Sun
Decision
Saturn is a gas
giant and has
several rings
Purchase
Sneak Peek
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Key Action Items
Saturn is composed of hydrogen and helium
Goal
Key Action 01
Neptune is the farthest planet from the Sun
Key Action 02
Mercury is the closest planet to the Sun
Venus has a beautiful name, but it’s hot
Despite being red, Mars is a cold place
Jupiter is the biggest planet in the Solar System
A
B
C
D
Sammy Simpson
Rowan Stephens
Gabriela Graham
Our Team
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