Thus, even well-intentioned individuals can act in ways that produce inequitable outcomes for different groups. This means that even individuals who profess egalitarian intentions and try to treat all individuals fairly can still unknowingly act in ways that reflect their implicit-rather than their explicit-biases. As such, System 1 is responsible for the associations known as implicit biases.īecause the implicit associations we hold arise outside of conscious awareness, implicit biases do not necessarily align with our explicit beliefs and stated intentions. 3 Besides its vastness, System 1 cognitive processing is also notable because it helps us understand that many of the mental associations that affect how we perceive and act are operating implicitly (i.e., unconsciously). Of the millions of possible pieces of information we can process each second, most neuroscientists agree that the vast majority of our cognitive processing occurs outside of our conscious awareness. What is fascinating, though, is how much our cognition relies on System 1. Together, these two systems help us make sense of the world. Rather than being automatic and fast, this undertaking requires effortful, deliberate concentration. It's what we use for mental tasks that require concentration, such as completing a tax form. In contrast, System 2 is conscious processing.
EYE OF THE BEHOLDER 3 RACIAL LEVEL LIMITS DRIVERS
Thanks to the speed and efficiency of System 1, experienced drivers automatically understand that green means go, and so this mental association requires no conscious or effortful thought. When the light turns green, you know to proceed through the intersection. For example, let's say you stop your car at a red light. This system operates automatically and extremely fast. System 1 handles cognition that occurs outside of conscious awareness. In his 2011 tome on cognition, Thinking, Fast and Slow, Daniel Kahneman articulates a widely accepted framework for understanding human cognitive functioning by delineating our mental processing into two parts: System 1 and System 2. 1 Given the tremendous amount of information that inundates this startlingly complex organ in any given moment, many researchers have sought to understand the nuances of our remarkable cognitive functioning. Psychologists estimate that our brains are capable of processing approximately 11 million bits of information every second. After introducing the concept and the science undergirding it, I focus on its implications for educators and suggest ways they can mitigate its effects. In this article, I seek to shed light on the dynamics of implicit bias with an eye toward educators. Operating outside of our conscious awareness, implicit biases are pervasive, and they can challenge even the most well-intentioned and egalitarian-minded individuals, resulting in actions and outcomes that do not necessarily align with explicit intentions.
This unwavering desire to ensure the best for children is precisely why educators should become aware of the concept of implicit bias: the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. Touching innumerable lives in direct and indirect ways, educators uniquely recognize that our future rests on the shoulders of young people and that investing in their education, health, and overall well-being benefits society as a whole, both now and into the future.
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Paraprofessionals & school-related personnel.