Incidents of bias in college classrooms: Instructor and student perceptions.

  title={Incidents of bias in college classrooms: Instructor and student perceptions.},
  author={Guy A. Boysen and David L Vogel and Marissa A. Cope and Asale Hubbard},
  journal={Journal of Diversity in Higher Education},
Little is known about incidents of bias specific to college classrooms or how they are handled by instructors. To learn more about this subject, professors, graduate instructors, and undergraduates (N 2,523) completed surveys assessing perceptions of classroom bias. Results indicated that about a quarter of instructors and half of students perceived an incident of bias in a classroom in the last year. Instructors’ responses to bias commonly included forms of direct confrontation, discussion… 

Tables from this paper

Teachers' Responses to Bias in the Classroom: How Response Type and Situational Factors Affect Student Perceptions
College students frequently encounter prejudice, discrimination, and stereotypes, but there is no research on effective teacher responses to classroom bias. Three studies examined students'
Teacher and Student Perceptions of Microaggressions in College Classrooms
Subtle forms of prejudice called microaggressions occur in college classrooms, but the effective methods of managing such prejudice are not clear. This study explored teachers’ (N = 222) and
Teacher Responses to Classroom Incivility
Incivility occurs frequently in college classrooms. However, recommendations to teachers for handling student incivility are based on anecdotal evidence. To address this gap in knowledge, students (N
Diversity Topics Covered in Teaching of Psychology Courses
Teaching of psychology courses trains graduate students in pedagogy, but little is known about how diversity is addressed in these courses. A survey of instructors in teaching of psychology courses
Disliking Students: The Experiences and Perspectives of College Teachers
Abstract The pedagogical literature offers advice for effective management of difficult student behaviors, but there is little acknowledgement of the negative feelings teachers may develop toward the
Looking Through Our Own Barriers to Recognize Our Students’ Integrity
Many scholars of ethical teaching recommend that teachers review their own biases and strive to reduce the influence of these biases in their classrooms (e.g., Svinicki & McKeachie, 2010; Davis,
This study used an anonymous online survey instrument to explore the educational preparation as well as the pedagogical and assessment methods used in support of students with learning disabilities
Confronting Math Stereotypes in the Classroom: Its Effect on Female College Students’ Sexism and Perceptions of Confronters
Women often face sexism and stereotypes about their academic ability, and this makes it important to examine the effects of confronting sexism in the college classroom. The current research consisted
Free Speech Tensions: Responding to Bias on College and University Campuses
Despite the increasing development of bias response teams on college and university campuses, little scholarship has examined these teams and, in particular, team leaders’ approaches to understanding
White faculty transforming whiteness in the classroom through pedagogical practice
The primary objective of this qualitative study is to present a conceptual framework of pedagogical practices reported by white faculty that serve to challenge the hegemony of whiteness in the


Bias in the Classroom: Types, Frequencies, and Responses
Incidents of bias still occur in college classrooms, but no research has specifically explored this topic. To address this gap in the literature, professors (N = 333) completed anonymous surveys
Student Perceptions of Campus Cultural Climate by Race
Five hundred and seventy-eight African American, Asian American, Latino/a, and White undergraduates responded to a questionnaire assessing perceptions and experiences of the campus cultural climate.
Countering Classroom Discrimination
Teachers make a difference in the lives of most students. Some of the differences are negative; most are positive. I remember well my eighth grade English teacher who made me write a letter to the
Learning in a Man's World: Examining the Perceptions of Undergraduate Women in Male-Dominated Academic Areas
This study examined the perceptions of undergraduate women in male-dominated academic areas. First-year and final-year female undergraduates in a male-dominated academic area (i.e., math, science, or
Assessing the Campus Climate for Gay, Lesbian, Bisexual, and Transgender (GLBT) Students Using a Multiple Perspectives Approach
The authors believe the results suggest that sufficient differences exist across and within campus community groups to warrant using a multiple perspectives approach when assessing the campus climate for GLBT students.
Everyday Discrimination in a National Sample of Incoming Law Students
Everyday discrimination experiences are associated with negative mental and physical health, less positive cross-racial counseling relationships, and alienation in educational environments for
African American College Students’ Experiences With Everyday Racism: Characteristics of and Responses to These Incidents
African American college students reported their experiences with everyday forms of racism at a predominantly European American university using a daily diary format. Their reported incidents
African American undergraduates on a predominantly White campus: Academic factors, social networks, and campus climate.
Despite increasing numbers of African American young adults beginning college, fewer complete their degrees than their White counterparts. The most recent analysis of the American Council on
Standing up for a change: reducing bias through interpersonal confrontation.
Although confrontations elicited negative emotions and evaluations toward the confronter, participants also experienced negative self-directed affect and the effect of the confrontation generalized to reporting less prejudiced attitudes.
Assessing Campus Climate of Cultural Diversity: A Focus on Focus Groups
The purpose of this study was threefold: (1) to highlight diversity related findings from quantitative survey assessment efforts on a private university campus; (2) to utilize focus groups to assess