3.6: Guides and Tools

Desmond-Harris, J. (2015, February 16). What exactly is a microaggression? Vox.

An Asian-American student is complimented by a professor for speaking perfect English, but it's actually his first language. A black man notices that a white woman flinches and clutches her bag as she sees him in the elevator she's about to enter, and is painfully reminded of racial stereotypes. A woman speaks up in an important meeting, but she can barely get a word in without being interrupted by her male colleagues. There's a name for what's happening in these situations, when people's biases against marginalized groups reveal themselves in a way that leaves their victims feeling uncomfortable or insulted: microaggressions.

Harvard Implicit Bias Tests

The mission of Project Implicit is to educate the public about bias and to provide a “virtual laboratory” for collecting data on the internet. Project Implicit scientists produce high-impact research that forms the basis of our scientific knowledge about bias and disparities. Please visit https://www.projectimplicit.net to learn more about our team and the programs and services that we offer.

Interrupting Bias: Calling In vs. Calling Out

Practical guide for holding conversations involving and moving beyond bias.

Rockquemore, K. A. (2016, April 13). Allies and Microaggressions. Inside Higher Ed.

When you see microaggressions occurring against colleagues, how should you respond? Kerry Ann Rockquemore offers guidance.

Rowe, M. & Scully, M. (2009). Bystander Training within Organizations. Journal of the International Ombudsman Association. 2(1), 1-9.

At a time when employers around the world are concerned about racism, bullying, harassment, ethics and safety violations, many managers want to encourage people to react, and take appropriate action, with respect to unacceptable behavior. Although this kind of training appears to have started with respect to topics like safety and diversity, training for active bystanders is pertinent to many kinds of behavior.

Souza, T. (2018, April 30). Responding to Microaggressions in the Classroom: Taking ACTION. Faculty Focus.

The term “microaggression” was coined in 1970 to name relatively slight, subtle, and often unintentional offenses that cause harm (Pierce, 1970). Since then, a substantial body of research on microaggressions has demonstrated their prevalence and harmful effects (Boysen, 2012; Solorzan, et. al., 2010; Suárez-Orozco, et. al., 2015; Sue, 2010). Whether an observer, the target, or the unintentional perpetrator of microaggressions, faculty often don’t know how to respond to them in the moment. We may feel frozen (if the observer) or defensive (if the target or perpetrator). How we respond can shift the communication climate from supportive to defensive, which can have an adverse effect on student learning and comfort (Dallimore, et al, 2005; Souza, et al, 2010). Despite the feelings of paralysis or reactivity that tend to emerge in response to microaggressions in the classroom, certain practices can be implemented to increase the likelihood of maintaining a supportive climate. The following communication framework is offered as one of many possible response strategies to help faculty feel better equipped to effectively respond when a microaggression occurs

Test Yourself for Hidden Bias. Professional Development in Learning for Justice.

This article discusses "Project Implicit," created by psychologists at Harvard, the University of Virginia and the University of Washington to develop Hidden Bias Tests—called Implicit Association Tests, or IATs, in the academic world—to measure unconscious bias.

National Museum of African American History and Culture. (n.d.) Talking About Race. Smithsonian/National Museum of African American History and Culture.

To create an equal society, we must commit to making unbiased choices and being antiracist in all aspects of our lives. Contents include information, videos, and reflection and discussion tools.

Yale University Poorvu Center for Teaching and Learning. (n.d.). Awareness of Implicit Biases. Yale University.

Implicit bias refers to unconscious attitudes, reactions, stereotypes, and categories that affect behavior and understanding. In higher education, implicit bias often refers to unconscious racial or socioeconomic bias towards students, which can be as frequent as explicit bias (Boysen, et. al 2009). Instructors can hold assumptions about students’ learning behaviors and their capability for academic success which are tied to students’ identities and/or backgrounds, and these assumptions can impede student growth (Staats, et. al, 2017). Instructors can consider a variety of strategies and benefits for revealing and addressing implicit bias, both in themselves and their students.