Class Two

Weekly Class Overview

  • Introduction and Atmosphere

    • Questions about students' experiences during the first week

    • Encouragement to turn on cameras for engagement

Class Activities

  • Chat Blast

    • Purpose: To share positive experiences from the past week

    • Example responses include:

    • Buying concert tickets

    • Job interviews

    • Exciting experiences like sleeping in, spending time with family, etc.

Assignments

  • Social Identities Portrait Assignment

    • Tool: Handout on Canvas focusing on different aspects of social identity

    • Requirements:

    • Reflect on questions:

      1. Initial thoughts after completing the portrait

      2. Experiences with privilege/visibility or prejudice/discrimination

      3. Identities that opened doors for you versus those that made life harder

    • Submission: One to two-page reflection paper due by Sunday

    • Clarification on the assignment and how to approach filling out elements of the social identity portrait

Upcoming Events

  • Community Connections Expo

    • Hosted by the College of Education

    • Purpose: To connect students with local nonprofit organizations, offering volunteer opportunities

    • Schedule: Next Wednesday from 4 to 6 PM (class will not meet synchronously)

    • Extra credit for attending or researching an attending organization if unable to attend

    • Mention of free food and door prizes

Reading Assignments

  • Key Terminology

    • Definition of Implicit Bias:

    • Automatic, unconscious cognitive processes that affect attitudes towards others, often involuntary and beyond conscious control.

    • Example: A person growing up in a biased environment may have ingrained prejudices without active consent.

  • Discussions on how implicit bias affects educational outcomes and the importance of addressing it through diversity in the teacher workforce.

Articles Discussion

  • Effects of Implicit Bias in Schools

    • Studies show that teacher bias can influence student outcomes, grading, and disciplinary actions.

    • Highlighted disparities in test scores and discipline rates between students of differing races due to biases.

    • Recommendation: Increase teacher diversity and conduct equity reviews in schools.

  • Racial Bias in Grading

    • Study by David Quinn showing racial bias in grading through the manipulation of student names on identical papers.

    • Found that providing a clear rubric mitigated racial bias in grading practices.

    • Importance of specific, actionable evaluation criteria to guard against bias.

Reflection Exercise

  • Breakout Room Discussion

    • Reflection on readings and biases in education, addressing the need for awareness and advocacy.

    • Key points discussed include:

    • Shock at the persistence of biases in education

    • Personal experiences with bias

    • Importance of continued conversation and push for equity

Closing Thoughts

  • Discussion regarding children's literature and representation

    • Critique of diversity in children's literature and the importance of authentic representation

    • Discussion of classroom practices to ensure diverse materials are included, and to enrich students' imaginations and self-perceptions

    • Encouragement for inclusive practices beyond specific heritage months

Next Steps

  • Action Items for Students

    • Read assigned articles thoroughly

    • Complete the social identities portrait assignment due on Sunday

    • Plan to attend the Community Connections Expo for extra credit or take alternative steps if they cannot attend

    • Maintain awareness of biases in teaching practices moving forward

Conclusion

  • Announcement of the asynchronous class next week

  • Thanks to students for active participation

  • Reminder to review the PowerPoint updates shared during the class