Module 1 Critical Thinking: Implicit Bias

Lora Martinez

EDL 530-1- School Culture and Equity Leadership

Colorado State University-Global

Adam Hile, Ed.D

January 21, 2024

MODULE 1 CRITICAL THINKING: IMPLICIT BIAS 2

Abstract

The purpose of this assignment was to examine and reflect upon personal biases. This

examination process was completed after taking a survey to determine preferences toward multiple

groups of individuals. To keep the assignment relevant to my professional work, I chose to look at

potential biases towards Arab Muslims and individuals with disabilities as these are the groups I most

closely work with.

MODULE 1 CRITICAL THINKING: IMPLICIT BIAS 3

For this assignment, I drew information from my own dissertation. In my work, I researched

the lived experiences of parents of traditionally marginalized gifted students. I utilized the Critical

Race Theory as my theoretical framework. The Critical Race Theory names the systematic racism

that is present in educational institutions (Willis, 2008). According to Allen (2017), educators are

often poorly trained in cultural diversity and cultural sensitivity. Thus, leading to low expectations for

traditionally marginalized students (Allen, 2017). My own dissertation is important in understanding

my personal beliefs and values. As a minority myself attending school in a predominantly white

neighborhood, I felt a connection between what I was reading in the Critical Race Theory as well as

empathetic toward the participants I was interviewing. As my own experiences so closely aligned

with their own and those of their children.

Though I always knew I wanted to be an educator, my passion for education was ignited when

I realized all of the opportunities I missed out on, not because I was uncapable of the hard work, but

simply because they were not presented to me. With this in mind, as I began my own teaching career,

I made it my personal mission to ensure that traditionally marginalized students were given equal

opportunities and a fair chance to succeed. As I reflect on the schools that I have taught at, I recall

completing my student teaching at a private Catholic School. Because it was private, the families the

school served were affluent. The teachers were all white females who loved the school and the

community. In a conversation with one of the teachers, I asked what kept her at that particular school

for so long. In her response she mentioned that the families were great, the students were there

because they wanted to learn, and she did not have to deal with the problems they were facing in

public schools. When I asked more about those problems, she explained that public schools have

students with behavior issues, parents who were not involved, and a lack of resources. As an educator
MODULE 1 CRITICAL THINKING: IMPLICIT BIAS 4

who vowed to make a difference in the lives of students who are often labeled “trouble” I knew that

the private sector would never be for me. I then begin working at a Title 1 school where the majority

of the students I served were Hispanic, in foster-care, or had an IEP/504 plan. I felt at home there as I

knew these were the students that needed me most. After working in this setting for 3 years, I moved

to another Title 1 school where the majority of students were African and the dominant religion was

Muslim. Though I had to adjust my teaching and learn about cultural norms, it was a learning

experience that I took on and enjoyed. I had families invite me to their home to learn more about their

culture. They would often make me lunch and bring baked goods. I loved the diversity and openness

of the community. As an educator who believes in the potential of all students, I started and grew the

school gifted and talented program and helped many of our high school students apply for

scholarships and create mentoring opportunities so that they may see themselves in professions that

they hope to be in.

For the purpose of this assignment, I took two implicit bias tests. I chose to take the People

with Disabilities test and the Arab Muslim test as these are the two populations that I most closely

work with. In the people with disabilities test, the results showed that I had “no automatic preference

between physically disabled and physically abled people.” This did not come as a surprise to me as I

see the potential in all individuals despite their limitations. I think about a student I had when I was a

third-grade teacher. He had limited mobility, was an English Language Learner, and came to third-

grade reading at a Kindergarten level. He often shut-down when it was time to work and would act-

out. This was his coping mechanism as he felt the work was too hard and feared he would not be able

to complete it. I worked tirelessly to first get him to believe in himself, constantly reminding him of

his ability to overcome anything. Once I built his confidence level, he was reading and writing on his

own. When I saw him in the hallways as a fourth grader, he would always stop me for a hug and
MODULE 1 CRITICAL THINKING: IMPLICIT BIAS 5

thank me for my work with him. I feel that it is my job as an educator to ensure everyone has the

right to learn.

In the second test, the Arab Muslim test, the results suggest, “a moderate automatic preference

for Arab Muslims over other people.” This was a bit surprising as I do not feel that I have a

preference for Arab Muslims. I have worked with this community for several years now and I respect

them as individuals who immigrated to the United States for a better life for their families. This is

true for all immigrants, not just those who are Muslim. Thinking back on this week’s discussion

about equity vs. equality in education, not all students come into our classrooms on the same level or

with the same experiences. As Whalen (2023), explains, this is challenging as an educator because

one needs to value each students individuality and requires educators to plan more intentionally based

on student needs.

Thinking of my own experiences as a minority in education and my passion to make a

difference for traditionally marginalized students, I think about the bias I hold toward students who

are not traditionally marginalized. Looking back on my experience working at a private school. I felt

that those students would be given opportunities to succeed because of where they went to school and

who their parents were. I felt that I could not make a difference there because they were already set

up for success. I understand that may not always be the case and it is important for educators to

develop relationships with all students to understand their background and their individual needs

whether the student is traditionally marginalized or not.

According to Beachum and Gullo (2019), when teachers hold implicit biases, it can be

detrimental to the success of the student. Implicit biases often lead to lower teacher expectations,

curricular bias, student access, and inequitable discipline (Beachum and Gullo, 2019). With that in

mind, it is important for educators to engage in activities in which they recognize and name their
MODULE 1 CRITICAL THINKING: IMPLICIT BIAS 6

implicit biases which may have an effect on the students they teach. I believe completing activities

such as the surveys given in this class is a great place to start. It allows for individuals to see where

their implicit bias may lie. I have also completed an activity before where we were asked to place an

x on historical events that we did not know about and a check mark next to events that we were aware

of. That was a powerful activity as if we did not understand the event and our students were apart of

historical moments, we cannot fully understand our students and what they bring to the classroom. In

conducting research, there are many activities that can be done to begin talking about implicit bias

however, a strong relationship and a safe space needs to be in place before conducting these

activities. Overall, everyone holds implicit biases which we hold and can affect our daily work in

education. It is important that we recognize those biases and do our best to dismantle them in order to

fulfil each schools mission which is most always to ensure that All students are successful despite

their background.
MODULE 1 CRITICAL THINKING: IMPLICIT BIAS 7

References

Allen, J. K. (2017). Exploring the role teacher perceptions play in the underrepresentation of

culturally and linguistically diverse students in gifted programming. Gifted Child

Today,40(2), 77-86. doi:10.1177/1076217517690188

Beachum, F. D., & Gullo, G. L. (2019). School leadership: Implicit bias and social justice. Handbook

on Promoting Social Justice in Education, 1–26. https://doi.org/10.1007/978-3-319-74078-

2_66-1

Whalen , M. (2013). Equity vs equality in education: Why both are essential in today’s classrooms.

National Society of High School Scholars.

https://www.nshss.org/resources/blog/blog-posts/equity-vs-equality-in-education-why-both-are-

essential-in-today-s-classrooms/

Willis, A. I. (2008). Critical race theory. Encyclopedia of Language and Education,2(2), 15

28.doi:10.1007/978-0-387-30424-3_32