Managing Peer-to-Peer Implicit Bias in the Classroom

Educator Options for Promoting Inclusive and Equitable Higher-Education Learning

Abstract

Some manifestations of bias amongst students may be more immediately apparent to instructors than others. While the urgency to address all forms of racism must not be overlooked, higher-education teachers may be more readily equipped to address explicit bias, as it is often most recognizable due to its overt nature. Yet an even greater looming threat for ensuring equity in the classroom is the necessity of addressing peer-to-peer implicit bias in the classroom.

This article attempts to provide solutions for higher-education instructors to address peer-to-peer bias in the classroom by: encouraging self-evaluation for implicit bias, discussing (both online and in-person) course structure and management strategies to prepare a neutral environment, providing tools to understand the impact of students’ own implicit biases upon self-perception or performance, and engaging with implicit bias response as a process rather than a “fix.” With a commitment to addressing ever-prevalent implicit bias in the classroom, educators may be well-positioned to improve classroom equity and respond to the injustices their students may experience.