Unconscious bias in preschool

Navy Blue Angels at Miramar airshow 2012

(view from my office window)

A recent two-part study of 135 preschool teachers revealed a pervasive bias toward the children they teach. Teacher bias was reflected by their unconscious eye movements. Specifically, teachers unconsciously spent more time looking at black male children for signs of disruptive behavior than at children of other races.

Study part 1:To examine this unconscious behavior, lead researcher Walter Gilliam conducted an experiment that deceived the teachers about the study's purpose. The teachers were told "We are interested in learning about how teachers detect challenging behavior in the classroom. Sometimes this involves seeing behavior before it becomes problematic. The video segments you are about to view are of preschoolers engaging in various activities. Some clips may or may not contain challenging behaviors. Your job is to press the enter key on the external keypad every time you see a behavior that could become a potential challenge."

The real purpose of the study was to measure the teacher's eye movements as they watched the videos to see if there were any biases in how they watched children. Each video showed a black boy and girl and a white boy and girl, none of whom were engaging in any challenging behavior.

When teachers expected bad behavior, who did they watch? According to Gilliam, "what we found was exactly what we expected based on the rates at which children are expelled from preschool programs. Teachers looked more at the black children than the white children, and they looked specifically more at the African-American boy."

Statistics show that black children are 3.6 times more likely to be suspended from preschool than white children. Black children account for about 19 percent of all preschoolers, but nearly half of preschoolers who get suspended. Part of the reason for that could be that teachers spend more time focused on their black students, expecting bad behavior. According to Gilliam, "if you look for something in one place, that's the only place you can typically find it."

Asked to identify the child they believed needed the most attention, 42% of teachers identified the black boy, 34% identified the white boy, while 13% and 10% identified the white and black girls respectively.

Study part 2:Despite the bias reflected in the eye movement data, a second part of the study generated a counter intuitive result. The teachers were given a one-paragraph vignette to read, describing a child disrupting a class, including hitting, scratching, and toy-throwing. The child in the vignette was randomly assigned what researchers considered a stereotypical name (DeShawn, Latoya, Jake, Emily), and subjects were asked to rate the severity of the behavior on a scale of one to five.

White teachers consistently held black students to a lower standard, rating their behavior as less severe than the same behavior of white students. That data accords with research about how people can apply different standards and expectations of others based on stereotypes and implicit bias. If white teachers believe that black boys are more likely to behave badly, they may be less surprised by that behavior and rate it less severely. On the other hand, black teachers did the opposite and held black students to a higher standard, i.e., they rated black student behavior as consistently more severe than that of white students.

Some of the teachers were given information about the disruptive child's home life, to see if it generated empathy in the teachers. Teachers who received the background information reacted with more empathy and lowered their assessment of bad behavior's severity, but only if the teacher and student were of the same race.

According to Gilliam, "if the race of the teacher and the child were different and [the teacher] received this background information, severity rates skyrocketed. . . . [those] teachers ended up feeling that the behavioral problems were hopeless and that very little could be done to actually improve the situation."

That result is consistent with research on empathy. "When people feel some kind of shared connection to folks, when they hear more about their misfortunes, they feel more empathic to them. But if they feel that they are different from each other . . . . it may actually cause them to perceive that person in a more negative light."

Routine unconscious bias: This study is just another routine demonstration of how unconscious biases distort reality to generate false realities, false beliefs and behaviors that the misinformation inspires. Unconscious biases distort (i) what we think we see, (ii) and how we think about what we think we saw. The human mind is a two-layered distortion machine. The first layer of distortion arises in our unconscious minds and the second arises in how we apply conscious reason or common sense to the false realities we believe in.

Questions: Does the data described in this study have any real world relevance to outcomes for school children? Do unconscious biases distort reality or facts and how we think about it?

The NPR broadcast of this story is here:

B&B orig: 9/28/16