In my first post on this topic, I argued that teachers are better positioned than, say, doctors or judges, to learn specifics about the individuals they serve. This strategy – called “individuating” – has proven to be effective in reducing implicit biases (related to race, gender, ethnicity, etc.). This post offers additional thoughts on how we might support teachers’ orientation to get to know their students. Second, I discuss additional strategies that have been proven to be effective in mitigating the effects of implicit biases.
A couple of weeks ago, a colleague asked a great question during the Shanker Institute’s Good Schools Seminar on “Creating Safe and Supportive Schools.” His question was motivated by a presentation on implicit bias by Kirwan Institute director Sharon Davies. The question was: Wouldn’t you expect more conscious, systematic decision-making (and fewer automatic, snap judgments) from teachers who, after all, see their students everyday and get to know them well? (See here, minute 50:55.)
As I related in the previous post, individuating (or learning about the particulars of a person, his/her interests, skills, family, etc.) can be a very effective “de-biasing” tool.* So, how might we leverage and support teachers’ natural inclination to get to know students well? How might a potential de-biasing intervention build on this feature of teachers’ work? Read More »
The research on implicit bias both fascinates and disturbs people. It’s pretty cool to realize that many everyday mental processes happen so quickly as to be imperceptible. But the fact that they are so automatic, and therefore outside of our conscious control, can be harder to stomach.
In other words, the invisible mental shortcuts that allow us to function can be quite problematic – and real barrier to social equality and fairness – in contexts where careful thinking and decision-making are necessary. Accumulating evidence reveals that “implicit biases” are linked to discriminatory outcomes ranging from the seemingly mundane, such as poorer quality interactions, to the highly consequential, such as constrained employment opportunities and a decreased likelihood of receiving life-saving emergency medical treatments.
Two excellent questions about implicit bias came up during our last Good Schools Seminar on “Creating Safe and Supportive Schools.” Read More »
** Reprinted here in the Core Knowledge Blog
How much do preschoolers from disadvantaged and more affluent backgrounds know about the world and why does that matter? One recent study by Tanya Kaefer (Lakehead University) Susan B. Neuman (New York University) and Ashley M. Pinkham (University of Michigan) provides some answers.
The researchers randomly selected children from preschool classrooms in two sites, one serving kids from disadvantaged backgrounds, the other serving middle-class kids. They then set about to answer three questions: Read More »
I was fascinated when I started to read about the work of Betty Hart and Todd Risley and the early language differences between children growing up in different socioeconomic circumstances. But it took me a while to realize that we care about words primarily because of what words indicate about knowledge. This is important because it means that we must focus on teaching children about a wide range of interesting “stuff” – not just vocabulary for vocabulary’s sake. So, if words are the tip of the iceberg, what lies underneath? This metaphor inspired me to create the short animation below. Check it out! Read More »
** Reprinted here in the Washington Post
It is now well established that children’s oral language development is crucial to their academic success, with the documentation of profound differences in word learning and the acquisition of content knowledge between children living in poverty and those from more economically advantaged homes. By the time they enter school, children from advantaged backgrounds may know as many as 15,000 more words than their less affluent peers. This early language gap sets children up to be at risk for other all too familiar gaps, such as the gaps in high school graduation, arrest and incarceration, post-secondary education, and lifetime earnings. So, what can we do to prevent this “early catastrophe”?
If a child suffers from malnutrition, simply giving him/her more food might not be sufficient to alleviate the problem. A better approach would be to figure out which specific foods and supplements best provide the vitamins and nutrients that are needed, and then deliver these to the child. Recent press coverage on the “word gap,” spurred by initiatives such as Too Small to Fail and Thirty Million Words, suffers from a similar failing.
Don’t get me wrong, the initiatives themselves are hugely important and have done a truly commendable job of focusing public attention on a chronic and chronically overlooked problem. It’s just that the messages that have, thus far, made their way forward are predominantly about quantity – i.e., exposing children to more words and more talk – paying comparatively less attention to qualitative aspects, such as the nature and especially the content of adult-child interactions. Read More »
Linda Darling-Hammond’s new book, Getting Teacher Evaluation Right, is a detailed, practical guide about how to improve the teaching profession. It leverages the best research and best practices, offering actionable, illustrated steps to getting teacher evaluation right, with rich examples from the U.S. and abroad.
Here I offer a summary of the book’s main arguments and conclude with a couple of broad questions prompted by the book. But, before I delve into the details, here’s my quick take on Darling-Hammond’s overall stance.
We are at a crossroads in education; two paths lay before us. The first seems shorter, easier and more straightforward. The second seems long, winding and difficult. The big problem is that the first path does not really lead to where we need to go; in fact, it is taking us in the opposite direction. So, despite appearances, more steady progress will be made if we take the more difficult route. This book is a guide on how to get teacher evaluation right, not how to do it quickly or with minimal effort. So, in a way, the big message or take away is: There are no shortcuts. Read More »
About one in five American workers today have jobs that offer low wages, poor benefits and few opportunities for advancement. But what can you do, right? After all, don’t we know that what’s good for business is often not good for people?
Not really, argues Zeynep Ton, an adjunct associate professor at the MIT Sloan School of Management, in this recent article. Although the conventional wisdom is that companies have no choice but to pay their employees poorly to remain competitive, Ton’s research suggests the opposite is true: When companies invest in their workforce, everybody wins.
Ton studied the practices of four highly regarded retailers – Mercadona*, QuikTrip, Trader Joe’s, and Costco – and found that “highly successful retail chains not only invest heavily in store employees but also have the lowest prices in their industries, solid financial performance, and better customer service than their competitors.” Indeed, low wages are “not a cost-driven necessity but a choice.” Her analysis suggest that one key to breaking the perceived trade-off is “a combination of investment in the workforce and operational practices that benefit employees, customers, and the company.” Read More »
** Reprinted here in the Washington Post
Last week, I attended a Center for American Progress (CAP) discussion, where UC Berkeley professor David Kirp spoke about his research on Union City’s school system, and offered some ideas from his new book, Improbable Scholars: The Rebirth of a Great American School System and a Strategy for America’s Schools.
Kirp’s work and Union City have received a lot of attention in the last month or so, and while most find the story heartening, a few commentators have had more skeptical reactions. True, this is the story of one district in one state finding success through collaboration and hard work, but research from other disciplines – sociology, business, management, organizational studies – suggests that similar human dynamics can be observed in settings other than schools and school districts. I would like to situate Kirp’s work in this broader framework; that is, among a myriad of studies – case studies, if you will – pointing to the same fundamental phenomena.
Union City is a community with an unemployment rate 60 percent higher than the national average, where three-quarters of public school students live in homes where only Spanish is spoken. About 25 years ago, the school district was in so much trouble that state officials threatened a state takeover. Since then, Union City’s measured performance has improved considerably. In 2011, almost 90 percent of the district’s students graduated from high school, and 60 percent went on to college. The change is large enough to suggest some degree of “real” improvement, and it’s plausible to believe that better school quality had at least something to do with that. So, what was Union City’s school improvement strategy? Read More »
Last month, Malala Yousafzai, a 14-year-old Pakistani girl, was shot in the head, in an attempted assassination by Taliban militants. Her “crime” was daring to advocate for girls’ education. In a New York Times column, Nicholas Kristof observes that we in the West find it “easy to dismiss such incidents as distant barbarities,” and uses the example of sex trafficking to illustrate that we “have a blind spot for our own injustices.” I agree. However, I am not sure we need to go so far to find domestic injustices.
How about a close look within this very area: The education of girls (and boys) in the U.S.? Stories about how girls have surpassed boys in educational attainment have become common, and are often linked to statements about how boys are forgotten and/or lost. This rhetoric is troubling for several reasons. First, it can be read to imply a zero-sum equation; that is, that the educational advancement of girls is the cause of boys’ educational neglect. Second, stories about girls’ “successes” and boys’ “failures” may obscure more than they reveal.
There are the “lost boys” of higher education and the “missing girls” of STEM. We worry about boys and reading and girls and math. Recurring questions include where are the women in technology? Or, are there enough novels that cater to boys? Women have sailed past men in obtaining college degrees but, importantly, continue to concentrate in different fields and need Ph.D.s to match men with bachelor’s in the workplace.
When issues are addressed in this fragmented manner, it’s hard to tell if it’s girls or boys that we should be worrying about. Well, both and neither. What all these pieces of the puzzle really say is that – at least in this day, age, and nation – gender still matters. Read More »
** Also reprinted here in the Washington Post
In the education community, many proclaim themselves to be “completely data-driven.” Data Driven Decision Making (DDDM) has been a buzz phrase for a while now, and continues to be a badge many wear with pride. And yet, every time I hear it, I cringe.
Let me explain. During my first year in graduate school, I was taught that excessive attention to quantitative data impedes – rather than aids – in-depth understanding of social phenomena. In other words, explanations cannot simply be cranked out of statistical analyses, without the need for a precursor theory of some kind – a.k.a. “variable sociology” – and the attempt to do so constitutes a major obstacle to the advancement of knowledge.
I am no longer in graduate school, so part of me says: Okay, I know what data-driven means in education. But then, at times, I still think: No, really, what does “data-driven” mean even in this context? Read More »
I’ve been reading Albert Shanker’s “The Power of Ideas: Al In His Own Words,” the American Educator’s compendium of Al’s speeches and columns, published posthumously in 1997. What an enjoyable, witty and informative collection of essays.
Two columns especially caught my attention: “That’s Very Unprofessional Mr. Shanker!” and “Does Pavarotti Need to File an Aria Plan” – where Al discusses expectations for (and treatment of) teachers. They made me reflect, yet again, on whether perceptions of teacher professionalism might be gendered. In other words, when society thinks of the attributes of a professional teacher, might we unconsciously be thinking of women teachers? And, if so, why might this be important?
In “That’s Very Unprofessional, Mr. Shanker!” Al writes: Read More »
I’ve been noticing for a while that a lot of articles about education technology have a similar ring to them: “Must Have Apps for K12 Educators,” “What Every Teacher Should Know About Using iPads in the Classroom,” “The Best 50 Education Technology Resources for Teachers.” You get the drift.
This type of headline suggests that educators are the ones in need of schooling when it comes to technology, while the articles themselves often portray students as technology natives, naturally gifted at all things digital. One almost gets the impression that, when it comes to technology, students should be teaching their teachers.
But maybe my perception is skewed. After all, a portion of the education news I read “comes to me” via Zite, Flipboard and other news aggregators. It wouldn’t surprise me to learn that that these types of software applications have a bias toward certain types of technology-centered stories which may not be representative of the broader education technology press.
So, is it me, or is it true that the media sometimes sees educators as a bunch of technological neophytes, while seeing students as technological whizzes from whom teachers must learn? And, if true, is this particular to the field of education or is something similar seen in regard to professionals in other fields? Read More »
Although some parents are better positioned than others to meet their families’ child care needs, very few parents are immune to the challenges of balancing work and family. Adding further stress to families is the fact that single-parent households are at a record high in the U.S., with more than 40 percent of births happening outside of marriage. Paid parental leave and quality early childhood education (ECE) are two important policies that can assist parents in this regard. In the United States, however, both are less comprehensive and less equally distributed than in most other developed nations.
As a recent (and excellent) Forbes piece points out, we have two alternatives: hope that difficult family circumstances reverse themselves, or support policies such as paid parental leave and universal early childhood education and care — policies which would make it much easier for all parents to raise children, be it as a couple or on their own. So, what’s it going to be?
In 2010, a global survey on paid leave and other workplace benefits directed by Dr. Jody Heymann (McGill University) and Dr. Alison Earle (Northeastern University) found that the U.S. is one of four* countries in the world without a national law guaranteeing paid leave for parents.** The other three nations are Liberia, Papua New Guinea, and Swaziland. Some might see this as evidence of American “exceptionalism,” but what a 2011 Human Rights Watch report finds exceptional is the degree to which the nation is “Failing Its Families.” In fact, according to a survey of registered voters cited in the report, 76 percent of Americans said they would endorse laws that provide paid leave for family care and childbirth. Yet, it is still the case in the U.S. that parental leave, when available at all, is usually brief and unpaid. Read More »
It’s probably too early to say whether Massive Open Online Courses (MOOCs) are a “tsunami” or a “seismic shift,” but, continuing with the natural disaster theme, the last few months have seen a massive “avalanche” of press commentary about them, especially within the last few days.
Also getting lots of press attention (though not as much right now) is Adaptive/Personalized Learning. Both innovations seem to fascinate us, but probably for different reasons, since they are so fundamentally different at their cores. Personalized Learning, like more traditional concepts of education, places the individual at the center. With MOOCs, groups and social interaction take center stage and learning becomes a collective enterprise.
This post elaborates on this distinction, but also points to a recent blurring of the lines between the two – a development that could be troubling.
But, first things first: What is Personalized/Adaptive Learning, what are MOOCs, and why are they different? Read More »
We have been engaged in decades-long public policy debates on gaps and how best to close them: the income gap, the student achievement gap, gender-linked gaps in employment opportunities. But why do we care so much about gaps? In a land of diversity, why are subgroup differences such a concern?
At a basic level, we care about gaps because (or when) our fundamental assumption is that, on a “level playing field,” there should be no systematic differences among people based on ascribed traits, such as race and gender, that are unrelated to the “game.” It is “ok” if a specific Hispanic kid performs at a lower level than his/her white counterpart or vice-versa. But it’s not ok if, on average, Hispanic students’ test scores systematically lag behind that of similar white children. Why? Because we know intelligence and ability are normally distributed across racial/ethnic groups. So, when groups differ in important outcomes, we know that this “distance” is indicative of other problems.
What problems exactly? That is a more complex question. Read More »