Beyond Bigotry

Ghoshal, Raj; Lippard, Cameron D.; Ribas, Vanesa; Muir, Kenneth

doi:10.1177/0092055x12446757

Cited by 17 publications

(11 citation statements)

References 19 publications

(14 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To our knowledge, this plan has not been implemented, although it is sorely needed. That being said, there is much literature on the benefits and uses of the IAT as an educational tool (e.g., Ghoshal et al, 2013), and this is worth emphasizing, as the IAT can be an excellent training tool for law enforcement officers as well.…”

Section: Other Methodological Criticismsmentioning

confidence: 99%

Performative shooting exercises do not predict real-world racial bias in police officers.

Williams¹,

Osman²,

Gran-Ruaz³

et al. 2023

Canadian Journal of Behavioural Science / Revue canadienne des

View full text Add to dashboard Cite

Andersen et al. (2021) published an article in this journal entitled "Racial Bias and Lethal Force Errors Among Canadian Police Officers," exploring the possible relationship between lethal force errors on a simulated police recertification shooting test, stress physiology, and suspect race (Black vs. White). Finding no association between Black-White Implicit Association Test (BW-IAT) scores and shooting errors in the test, they erroneously concluded that the BW-IAT lacks validity as a screening tool to assess racially biased use of force and thereby is not useful. This article reviews the methodological problems, biased assumptions, and errors in logic made by the authors, and discusses an informed approach to understanding racial bias and police violence. It also makes a call-to-action for antiracism approaches in academic publishing. Public Significance StatementThe Implicit Associations Test (IAT) has been used to identify implicit racial bias, and there have been some calls to use this tool as part of law enforcement screening and training to help reduce police violence against people of color. This article explicates conceptual and methodological flaws in a recent study that erroneously concluded the Black-White IAT was not an adequate predictor of police officer bias.

show abstract

Section: Other Methodological Criticismsmentioning

confidence: 99%

Performative shooting exercises do not predict real-world racial bias in police officers.

Williams¹,

Osman²,

Gran-Ruaz³

et al. 2023

Canadian Journal of Behavioural Science / Revue canadienne des

View full text Add to dashboard Cite

show abstract

“…The IAT exercises here took a crucial role as an “unconsciousness raising tool” (Casad et al., 2012) to make visible and confront participants with their unconscious biases. Not all studies conducted an IAT as a baseline measure before the learning activities but instead invited participants to reflect on the IAT itself (Casad et al., 2012) or briefly introduced them to psychological literature on unconscious bias before taking the IAT (Ghoshal et al., 2013). Activities and presentations of the nature of unconscious bias varied between combinations of scientific definitions, interactive slideshows (Carnes et al., 2012), videos and articles (Gatewood et al., 2019), and reflective writing and group exercises (Cahn, 2017).…”

Section: Resultsmentioning

confidence: 99%

All inside our heads? A critical discursive review of unconscious bias training in the sciences

Möller

Passam

Riley

et al. 2023

Gender Work & Organization

View full text Add to dashboard Cite

In response to persistent systemic gendered and racial exclusions in the sciences, unconscious or implicit bias training is now widely established as an organizational intervention in Higher Education (HE). Recent systematic reviews have considered the efficacy of unconscious bias training (UBT) but not the wider characteristics and effects of the interventions themselves. Guided by feminist scholarship in critical psychology and post‐structuralist discourse theory, this article critically examines UBT across STEMM and in HE institutions with a discursive analysis of published studies. Drawn from systematic searches in 4 databases, we identify three types of UBT reported in 22 studies with considerable variation in intervention types, target groups, and evaluation methods. Guided by limited cognitive problematizations of unconscious bias as a problem located inside individual minds, interventions follow established patterns in neoliberal governmentality and make available specific feeling rules and subject positions. These current Equality, Diversity & Inclusion practices present a new technology of power through which organizations may regulate affect and behavior but leave structural inequalities and barriers to inclusion intact.

show abstract

“…Ghoshal et al (2013) investigated successful practices for teaching about URB using the Harvard Implicit Association Tests. Adams et al (2014) built on this work with a focus on educators.…”

Section: Unconscious Racial Bias: An Introduction To the Literature I...mentioning

confidence: 99%

“…People with less power in terms of gender, race, ethnicity, sexuality, income, neurotypicality, and other elements of social location may experience negative effects of unconscious bias, whereas those with more social power in these domains may be privileged by those same biases. Ghoshal et al (2013) investigated successful practices for teaching about URB using the Harvard Implicit Association Tests. Adams et al (2014) built on this work with a focus on educators.…”

Section: Unconscious Racial Bias: An Introduction To the Literature I...mentioning

confidence: 99%

Toward Deeper Unconscious Racial Bias Work in Education

Kempf

2022

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background/Context: Unconscious racial bias (URB) can be a pernicious form of racism. In light of increased awareness of and research on the subject, URB work has become a key focus of equity work in health care, education, and corporate contexts as part of broader calls for racial justice. In Canada, targeting URB in education has become a policy priority at the national, provincial, and school board levels. The role of individual and organizational URB is now widely recognized in policy as central to equitable outcomes in schooling; however, research is limited on how to engage these forms of racism in educational contexts. Prevailing approaches to URB work in schools often include truncated one-off workshops, which leave unaddressed the connections between the individual racial biases, and the operations of white supremacy and racism at the institutional, systemic, and structural levels. Purpose/Objective/Research Question/Focus of Study: While URB is increasingly well-understood by social psychologists, there has been limited engagement from critical scholars working in areas such as critical race theory (CRT), anti-colonialism, and critical whiteness studies—despite the popularity of interrogating URB as an anti-racism strategy in education. CRT in education has laid bare and problematized the central function of schooling in the safeguarding and management of white supremacy. This project emerged from a dual recognition of URB as a productive entry point for racial awareness and anti-racism work, alongside a significant concern about the failure of mainstream URB discourse to address structural racism and white supremacy—masking at times the deeper ways that Euro-colonial racism underpins social relations in contemporary U.S., Canadian, European, and other contexts. This work seeks to address these limitations in the design of the study through deep work with participants. Specifically, the study sought to understand better the impacts of reading critical texts focusing on systemic, structural, and institutional racism on teachers’ understandings of their own racial biases, as well as teachers’ perspectives on the impacts of reading critical texts in terms of their professional practices. Research Design: This article reports on the findings of a 10-month study with secondary teachers in Toronto, Canada, focusing on critical approaches to racial bias mitigation in education. In addition to asking participants to enact a series of URB mitigation strategies developed in the field of social psychology, this study also required participants to read and reflect on one of the following critical anti-racism nonfiction texts: White Fragility: Why It’s So Hard for White People to Talk About Racism by Robin DiAngelo (2018); Policing Black Lives: State Violence in Canada From Slavery to the Present by Robyn Maynard (2017); Everyday Antiracism: Getting Real About Race in School, edited by Mica Pollock (2008); Unsettling the Settler Within: Indian Residential Schools, Truth Telling, and Reconciliation in Canada by Paulette Regan (2014); and Monstrous Intimacies: Making Post-Slavery Subjects by Christina Sharpe (2010). The project was designed using multiple data sources from participants, including electronic survey responses, ongoing journaling/reflection, a midpoint check-in questionnaire, and a final interview. These multiple entry points, as well as the duration of the project, aimed to go beyond the taken-for-granted and toward deeper understanding over time. Conclusions/Recommendations: Findings suggest that reading these works impacted teachers’ understandings of race and racism in terms of their teaching, as well as in terms of their personal relationships to race and racism, increasing their inclination and ability to address race and anti-racism. This work allowed for critical reflection to seep into the most intimate and invisible moments of operationalized whiteness in the professional and personal spheres of participants. This suggests an important complementarity between teacher intervention practices emerging from social psychology, and the introduction and engagement of critical anti-racist and anti-colonial texts in terms of teachers’ work for racial justice.

show abstract

Beyond Bigotry

Cited by 17 publications

References 19 publications

Performative shooting exercises do not predict real-world racial bias in police officers.

Performative shooting exercises do not predict real-world racial bias in police officers.

All inside our heads? A critical discursive review of unconscious bias training in the sciences

Toward Deeper Unconscious Racial Bias Work in Education

Contact Info

Product

Resources

About