By Emily Stein
On June 1–2, 2015 the Mind Science Conference—presented by the Equal Justice Society, the National Center for Youth Law, and the Haas Institute for a Fair and Inclusive Society—showcased several panels of researchers and advocates on the topics of implicit bias and racial anxiety. Eva Paterson, Equal Justice’s President and conference moderator, gave voice to the goal of inclusivity and welcomed leaders and advocates in the audience to contribute to the panel discussions.
Looking deeply into discrete, topical issues, such as the impact of implicit bias on women or the recent coverage of police violence toward minorities, the panelists explored the social consequences of our cognitive processes. In the law enforcement context, research was presented to show the widespread prevalence of subconscious associations between people of color and violence. This bias has likely translated into the use of aggressive police tactics when suspects are persons of color, particular black or Latino males. Whether “suspiciousness” of minorities by law enforcement is compounded by other factors or not, the research suggests that such beliefs are shared to the same degree by society commonly. In fact, Jack Glaser, Professor of Psychology at UC Berkeley explained, attempting to suppress natural biases out of fear of behaving in a prejudiced way, can actually activate the part of the brain that houses stereotypes and increase the strength of those stereotypes over time.
In addition to addressing how implicit bias can frame the experiences of minorities, the panelists discussed the root of racial anxiety, the expression of bias and anxiety by youth and adults-alike, as well as solutions to overcoming these challenges. Beginning with school age children, one researcher, Na’ilah Suad Nasir, Professor and Haas Institute Faculty Cluster Member at UC Berkeley, showed how students came to understand academic excellence through a racially biased framework. As students became aware of social attitudes about the relationship between student aptitude and race, their behavior conformed to expectations. Research documenting these shifts in behavior relied upon markers, such as where students chose to sit in class, as well as other factors expressive of their motivation to learn. Research suggests that performance can be improved or weakened depending on whether students are exposed to positive or negative stereotypes about their race in the context of academic excellence. If attitudes change about who can and will succeed academically, underperforming students might find themselves behaving subconsciously in ways likely to meet the new expectations.
Two panelists, Linda Tropp, Professor of Psychology at UMass – Amherst and Rudolph Mendoza Denton, Professor of Psychology at UC Berkeley, presented, among other topics, their study of biological markers for anxiety during controlled inter-racial encounters. Their findings revealed that increasing inter-group contact may correlate to decreasing racial anxiety. This was consistent with other findings mentioned, wherein increased contact was cited as an important component of other larger efforts to counteract negative consequences of bias and prejudice, as well.
The take-away is clear: implicit bias is a natural, unavoidable part of our brain function; however, through acknowledgement and understanding of its presence, implicit bias can be distinguished from prejudice. As closing commentator and Haas Institute Director, john powell, explained, implicit bias, itself, is not static. The attitudes and stereotypes we have learned through media and learned experiences are social in nature and likely to evolve. Implicit bias is experienced on an individual basis, but also influences society on an institutional basis. Daring to engage in that social experiment is key and willingness to address systemic inequities could lead to a very different, truly inclusive world.
