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Developing & delivering effective anti-bias training: Challenges & recommendations
... In comparison, although there are studies demonstrating the mixed or limited impacts of JEDII interventions on short-term attitudinal changes, there have been comparably few empirical, longitudinal studies on the effectiveness of postsecondary JEDII initiatives (Chang et al., 2019;Dobbin & Kalev, 2018;Legate & Weinstein, 2024). The few meta-analyses that exist tend to focus on antibias training (Bezrukova et al., 2016;Carter et al., 2020), which is one small component of JEDII-related change (Dobbin & Kalev, 2022;Stewart & Valian, 2022). The paucity of research findings is partly because universities have only started over the last 5 years to hire senior leaders in EDI with some power to embed changes in institutions, and very few have large enough EDI personnel to provide advice to support decision makers in creating change (al Shaibah, 2024). ...
... The deep-seated and cultural changes necessary for people to feel autonomously motivated to engage in JEDII are more likely to happen through multiple conversations with people they trust and share common interests (Balietti et al., 2021). Less relational approaches, such as reading a new scientific paper, attending a 15-min didactic mandatory training on bias (Carter et al., 2020;Mobley & Payne, 1992), or receiving incentives for attending workshops, are not as likely to foster a sense of connection, belonging, and understanding. Universities need to prioritize and fund relationship building as a key step to meeting strategic priorities related to JEDII (Table 2). ...
... For JEDII, much can be learned from incorrect assumptions made about conservation education decades ago. The most common tool to create the deep, transformative change that is needed to shift attitudes, values, practices, and policies toward JEDII has become the didactic short antiracism or implicit bias training from an external JEDII expert (Carter et al., 2020;Dobbin & Kalev, 2018). A cynical view is that these training sessions are an attempt to check off JEDII without actually forcing institutions to change the systems by integrating JEDII into policies or procedures. ...
Despite widespread plans to embed justice, equity, decolonization, indigenization, and inclusion (JEDII) into universities, progress toward deeper, systemic change is slow. Given that many community‐based conservation (CBC) scholars have experience creating enduring social change in diverse communities, they have transferable skills that could help embed JEDII in universities. We synthesized the literature from CBC and examined it through the lens of self‐determination theory to help identify generalizable approaches to create resilient sociocultural change toward JEDII in universities. Fostering autonomous motivation (i.e., behaving because one truly values and identifies with the behavior or finds behavior inherently satisfying) is critical to inspiring enduring change in both CBC and JEDII. Based on theory and our examination of CBC, we provide 5 broad recommendations that helped motivate behavioral change in a way that was self‐sustained (i.e., even without external rewards or pressure). Guiding principles support autonomy by creating meaningful choice and different entry points for JEDII; prioritising relationships; designing payment programs that enhance autonomous motivation; developing meaningful educational opportunities that are relevant, timely, relational, and authentic; and creating institutional change by focusing efforts on critical moments.
... In a review of 250 articles evaluating DEI interventions in organizational, human services and educational settings, the authors found that "individual DT [diversity training] was more impactful on surrogate outcomes when delivered alongside larger workplace diversity initiatives" 15 . Using DEI interventions in addition to, rather than as a substitute for, wider efforts can "help ensure that the billions spent each year yield meaningful change" 26 . My take is that DEI interventions can result in at least some individuals becoming more committed to diversity, equity and inclusion, and thus can increase the likelihood that a physics department will commit to other DEI efforts. ...
... There is strong experimental support for increasing participants' awareness of their own biases, their awareness of the impact of bias on others, and their skill with strategies to overcome bias. "The most effective training is anti-bias training that is designed to increase awareness of bias and its lasting impact, plant seeds that inspire sustained learning, and teach skills that enable attendees to manage their biases and change their behavior" 26 . These three outcomes fit well conceptually for participants and, in combination, have been shown to change participants' behaviors for as long as two years. ...
... Because of this, Dobbin & Kalev suggest we should "make training voluntary, or give employees a choice of different types of diversity training" 24 . However, although people may react better to voluntary training, "when training is voluntary, behavioral learning is significantly lower compared with when training is mandatory (gs = 0.42 and 0.63, respectively), perhaps because those who could benefit most from the training avoid attendance" 26 . ...
This article provides resources to design effective diversity, equity and inclusion (DEI) interventions in physics settings. It summarizes critiques of DEI interventions and reviews research findings suggesting that DEI interventions show modest but positive benefits. It covers physics-specific concerns around DEI (resistance from skeptical participants, unintended negative consequences for members of minoritized groups). The article then explores six design questions: 1) What are the intended outcomes of the intervention? (with a list of possible outcomes) 2) How will the intervention be justified to participants? 3) Will the intervention be voluntary or required? 4) Who will the participants be? 5) What activities will the intervention consist of? (with suggested activities paired to outcomes) 6) How will you know whether the intervention worked? (with tools used by other researchers to measure particular outcomes, and bonus suggestions for how to carry out publication-worthy evaluations). Each question is explored using research results and recommendations, and illustrated using examples from physics and other STEM settings.
... Board of Education Supreme court decision deemed it unconstitutional to separate public schools on the basis of race and is often hailed as the end to school segregation in the U.S., but schools remain highly segregated and unequal today (Onyeador et al., 2020). Therefore, we needed to demonstrate that this task force would be different from its predecessors. ...
... We also created a template that editors could use to develop their plan for increasing representation (see Table 3 for link). Drawing on Buchanan et al. (2021a) and Carter et al. (2020), the template invites editors to set concrete objectives with a timeline and clear metrics by which editors will assess success. To help scaffold editors in simultaneously addressing multiple dimensions of exclusion, the template provides a table for setting target proportions of editors, editorial board members, and reviewers who are Black, Indigenous, and people of color as well as who are from outside the U.S., Canada, and Western Europe. ...
... Empirical evidence highlights the importance of accountability and public commitment for translating goals and policies into actual behavior change (e.g.,Kalev et al., 2006;McCaul et al., 1987). Likewise, clear metrics are essential for setting concrete goals and assessing progress(Buchanan et al., 2021a;Carter et al., 2020).Potential Pitfall: Reproducing U.S.-centrism. A Central Advisory Team member ...
Scholars have been working through multiple avenues to address longstanding and entrenched patterns of global and racial exclusion in psychology and academia more generally. As part of the Society for Personality and Social Psychology’s efforts to enhance inclusive excellence in its journals, the Anti Colorism/Eurocentrism in Methods and Practices (ACEMAP) task force worked to develop recommendations and resources to counteract racism and global exclusion in standard publication practices. In this paper, the task force describes a structure and process we developed for conducting committee work that centers marginalized perspectives while mitigating cultural taxation. We then describe our recommendations and openly accessible resources (e.g., resources for inclusive reviewing practices, writing about constraints on generalizability, drafting a globally inclusive demographic information survey, inclusive citation practices, and improving representation among editorial gatekeeping positions; recommendations and resource links are provided in Table 3). This paper provides concrete plans for readers looking to enhance inclusive excellence in their committee work, authorship, reviewing, and/or editing.
... Interventions in organizations have focused on diversity training and implicit bias training. Although widely used, the effectiveness of such training programs varies widely, and any positive outcomes appear to be contingent on the integration of these programs with other initiatives (Bezrukova et al., 2016;Carter et al., 2020;Paluck et al., 2021). Thus, neither theory nor practice provides clear answers about how we can intervene to reduce decision-makers' gender bias in leader evaluation and selection. ...
... Rosette & Tost, 2010). Researchers have investigated measures that women can take to overcome their disadvantage, such as expressing pride in their achievements (Brosi et al., 2016), and measures that organizations can take, such as diversity training (Carter et al., 2020). However, managers are the proximal agents whose actions drive everyday workplace fairness or inequity. ...
... Unfortunately, relatively little research has focused on manager-side interventions that can reduce gender bias (but see Bowen et al., 2000;Koch et al., 2015, for meta-analyses on rater effects). Scholars have tried to directly intervene to reduce gender bias through diversity training, but this work found greater effectiveness when diversity training was complemented by other initiatives, which were unfortunately absent in most programs (Bezrukova et al., 2012(Bezrukova et al., , 2016Chang et al., 2019; for a review, see Carter et al., 2020). Building on the experimental materials from our Studies 3 and 4, future research can investigate whether a diversity training that is infused with a universal This document is copyrighted by the American Psychological Association or one of its allied publishers. ...
Extensive research has documented organizational decision-makers’ preference for men over women when they evaluate and select candidates for leadership positions. We conceptualize a novel construct—mindsets about the universality of leadership potential—that can help reduce this bias. People can believe either that only some individuals have high leadership potential (i.e., a nonuniversal mindset) or that most individuals have high leadership potential (i.e., a universal mindset). Five studies investigated the relationship between these mindsets and decision-makers’ gender biases in leader evaluation and selection decisions. The more senior government officials in China held a universal mindset, the less they showed gender bias when rating their subordinates’ leadership capability (Study 1). Working adults in the United Kingdom who held a more universal mindset exhibited less gender bias when evaluating and selecting job candidates for a leadership position (Study 2). In an experiment, Singaporean students exposed to a universal mindset exhibited less gender bias when evaluating and selecting candidates than those exposed to a nonuniversal mindset (Study 3). Another experiment with working adults in China replicated this pattern and added a control condition to confirm the directionality of the effect (Study 4). Last, Study 5 showed that a more universal mindset was associated with less gender bias particularly among decision-makers with stronger gender stereotypes in the domain of leadership. This research demonstrates that, although they are seemingly unrelated to gender, mindsets about the universality of leadership potential can influence the extent to which people express gender bias in the leadership context.
... In one survey, nearly all Fortune 500 companies and two thirds of colleges and universities reported providing their employees with diversity training (Dobbin & Kalev, 2018). A relatively recent meta-analysis of 260 independent samples supports the idea that diversity training can be effectiveespecially when the training is embedded in a larger organizational diversity effort (Bezrukova et al., 2016;Carter et al., 2020). However, the content, structure, and goals of "diversity training" varies widely and can range from brief videos on federal legal compliance to multiday interactive workshops focused on developing specific skillsets. ...
... For example, it would not be appropriate to conclude that a diversity program "failed" if it did not increase the number of women or minority faculty hired in a department if the goal was to educate employees about microaggressions. Carter et al. (2020) note that all organizational diversity training programs implicitly or explicitly aim to reduce people's biased attitudes and behaviors during everyday activities in organizations, such as when interacting with customers or colleagues or making hiring and promotion decisions. Holladay and Quiñones (2008) proposed three specific classes of outcomes for diversity training: (a) cognitive learning-the extent to which trainees acquire knowledge, (b) attitudinal learning-changes in trainees' attitudes and beliefs about diversity; this category also includes beliefs about self-efficacy or the capacity to perform particular actions, and (c) behavioral learning-the development of trainees' skills, such as effectiveness in intergroup conversation or leadership of diverse teams. ...
... Given these parameters and the empirical work on bias education and DEI training, and keeping with recommendations to select goals for diversity education programs that are in line with the experience offered (Carter et al., 2020), we selected our outcomes: bias knowledge, awareness of bias, and behavioral intentions to engage in strategies that reduce bias, defensiveness, belonging, as well as positive and negative affect (see Appendix A, for full measures). These relatively modest outcomes guided our learning objectives and content development (see Appendix B for learning outcomes and overview of content). ...
Can people learn about implicit bias through an online course? We developed a brief (∼30 min) online educational program called Understanding Implicit Bias (UIB) consisting of four modules: (a) what is implicit bias? (b) the Implicit Association Test, (c) implicit bias and behavior, and (d) what can you do? In Experiment 1, we randomly assigned 6,729 college students across three separate samples to complete dependent measures before (control group) or after (intervention group) the UIB program. In Experiment 2, we randomly assigned 389 college students to complete the UIB program (intervention group) or two TED talks (control group) before dependent measures. Compared to control groups, the intervention groups had significantly higher objective knowledge about bias (ds = 0.39, 1.49) and subjective knowledge about bias (ds = 1.43, 2.61), awareness of bias (ds = 0.10, 0.54), and behavioral intentions to reduce bias (ds = 0.19, 0.84). These differences were again observed at a 2-week follow-up. These results suggest that brief online education about bias can affect knowledge and awareness of bias, as well as intentions to change behavior.
... Given that DT is most often implemented during teacher preparation, instructional strategies may lack applicability to a particular school setting. To address this, many scholars have recommended taking a problem-based approach to the development, implementation, and evaluation of diversity-related content (e.g., Carter et al., 2020). Such an approach necessitates the tailoring of DT content to better address barriers to inclusion identified during data collection within that context. ...
... Scholars suggest that DT should be implemented as part of a comprehensive plan that includes continuing professional development, policy reform, and top-down support from school leadership (Carter et al., 2020;Devine & Ash, 2022). School psychologists can be instrumental in this process through ongoing consultation, technical support, and coaching in more equitable practices over time (Fallon et al., 2021). ...
... One of the inherent challenges of delivering DT is addressing, and subsequently overcoming, participant resistance (Carter et al., 2020). Many studies in the literature on educators reported concerns regarding participants' willingness to engage with diversity-related content (e.g., Grant et al., 2018), which presents a challenge to practitioners seeking to use DT as a tool to promote more equitable outcomes among students. ...
Pervasive disparities in educational outcomes suggest the need to train teachers to better support minoritized students by leading inclusive, equitable, and multicultural classrooms. Given the potential benefits of teacher training in antiracist and culturally responsive instructional practices, we synthesized the available research on diversity training for both pre- and in-service teachers by conducting a scoping review of the literature. The results revealed a reliance on preservice teacher samples, qualitative designs, and self-report, immediately collected, attitudinal measures. The narrow scope of the available evidence base limits our ability to evaluate the extent to which diversity training for educators is reaching its diversity, equity, and inclusion goals. In advancing recommendations for future research, we advocate for the potential of school psychologists to use school-wide data to inform the development of diversity-related programming, implement evidence-based practices via ongoing consultation, and evaluate the effectiveness of these trainings in reference to meaningful student outcomes.
Impact Statement
The current review evaluated the extent to which diversity training among educators is effective in promoting diversity, equity, and inclusion among students. Given the limitations of the available literature base, we advocate for school psychologists to leverage their expertise to better support the research and practice of diversity-related programming in school settings. Such work is instrumental toward promoting social justice and aligned with school psychologists’ ethical obligation to better support minoritized students (García-Vázquez et al., 2020 García-Vázquez, E., Reddy, L., Arora, P., Crepeau-Hobson, F., Fenning, P., Hatt, C., Hughes, T., Jimerson, S., Malone, C., Minke, K., Radliff, K., Raines, T., Song, S., & Strobach, K. V. (2020). School psychology unified antiracism statement and call to action. School Psychology Review, 49(3), 209–211. https://doi.org/10.1080/2372966X.2020.1809941[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). To facilitate these efforts, we end with a roadmap for the field to guide the development, implementation, and evaluation of effective school-based diversity training.
... The broader organization's commitment to promoting diversity, equity, and inclusion, demonstrated, for example, through hiring dedicated staff members or departments to focus on DEI goals, appears to have stronger effects on improving diversity than antibias training (Kalev et al., 2006). While formal structural changes like these are critical for meaningful prejudice reduction (Carter et al., 2020), informal ways of changing the organizational culture around bias are important too. We focus here on one aspect of culture-how the organization communicates about bias reduction. ...
... Recently, there have been calls to attend to motivation when attempting to intervene on bias (Carter et al., 2020;Hagiwara et al., 2020), and evidence is mounting that people's internally driven motivation to evaluate and address their own bias is key to change (Dunton & Fazio, 1997;Glaser & Knowles, 2008;Plant & Devine, 1998). The current paper builds on this research and explores perceptions of being motivated versus demotivated during conversations about prejudice within the organization using the motivational principles of self-determination theory (SDT; . ...
... This increases employees' confidence because they can successfully make the desired change once they decide to do so (Matosic et al., 2016;Sierens et al., 2009;Urdan & Schoenfelder, 2006). Indeed, providing concrete strategies to employees to help them manage their biases is a key recommendation from reviews of workplace antibias interventions (e.g., Carter et al., 2020). 1.2.1 | Autonomy-supportive strategies to reduce prejudice lower defiance Several studies have found unintended and counterproductive consequences of prejudice-reduction efforts that actually increase prejudice (e.g., Hagiwara et al., 2020;Legault et al., 2011), and in the current research, we examine the possibility that one reason autonomy-supportive strategies may be effective in reducing prejudice is because it tends to dampen feelings of defiance. ...
Workplace prejudice‐reduction efforts tend to be short lived at best, and can even arouse defiance, or a desire to oppose requests or rules, in employees. The motivational approach of self‐determination theory (SDT) describes how communicating about prejudice‐reduction can be scaffolded in ways that inspire genuine motivation and avoid eliciting defensive responses. From an SDT perspective, such autonomy‐supportive communications take the perspective of the employee, provide choice about how to best approach attitude change, provide a rationale or compelling reason for the importance of change, offer structure through explaining the consequences of bias, and avoid the use of shame to compel change. In two multi‐wave studies with British police officers and staff, we hypothesized that employees would report lower prejudice (operationalized as having less antagonistic attitudes toward police forces investing in diversity) when they perceived forces to communicate about prejudice in autonomy‐supportive ways (Studies 1 and 2). We also tested whether this association would be explained by lower defiance when perceiving autonomy‐supportive communications (Study 2). Results supported the main effect of perceived autonomy support in communication, relating to lower prejudice in multi‐wave (Study 1, n=1226) and longitudinal data (Study 2, n=232). We consider implications for communicating about prejudice‐reduction efforts in the workplace. This article is protected by copyright. All rights reserved.
... Changes in funding agency policies, practices, and resource allocation are essential to addressing disparities, as outlined by numerous calls to action by coalitions of scientists (Stevens et al., 2021;No Time for Silence, 2020;Tilghman et al., 2021;Graves et al., 2022). A decade of efforts by NIH and more recent efforts by the Wellcome Trust have demonstrated that interventions focused solely on individual actions, such as increased bias-awareness training, or specific decision points within the merit review process, like blinding peer review, are inadequate as standalone cure-all solutions Wellcome Trust, 2022;Carter et al., 2020;Onyeador et al., 2021;Stemwedel, 2016). The failure of these and other good-faith attempts to eradicate disparities underscores the need for multiple levels of intervention informed by a wide array of evidence-based strategies that emphasize structural change. ...
... Like with public health crises and other issues of immediacy, uncertainties surrounding the exact causal mechanisms of these racial disparities should not preclude an urgent response based on what is already known (Stemwedel, 2016;Kington and Ginther, 2018). Meaningful actions can be taken while recognizing that further research and insights from intentional assessments of program efficacy will improve or change implemented strategies Carter et al., 2020). Recognizing the importance of immediate actions on redressing and mitigating ongoing and future harms, in August of 2022, the Wellcome Trust announced a dedicated funding stream for researchers who are Black and people of color (Wellcome Trust, 2022). ...
... While simulations of peer review show that significant differences in funding rate can result from even subtle biases (Day, 2015), these disparities are a reflection of the larger system of science that has conferred advantages and disadvantages in research support, publications, recognition, and influence across innumerable careers, with downstream implications for the promotion or diminishment of certain ideas. No amount of intervention focused on individual mindset change alone will undo this legacy and its influence (Kolluri and Tichavakunda, 2022;Carter et al., 2020;Onyeador et al., 2021;Ray, 2019b;Bonilla-Silva, 2021). Without a transformation of the historical structures that distribute power and resources for knowledge production in STEM, even in the complete absence of individual racial animus or unintended bias, these racial disparities and their harmful impacts on scientific progress will continue. ...
Concerns about systemic racism at academic and research institutions have increased over the past decade. Here, we investigate data from the National Science Foundation (NSF), a major funder of research in the United States, and find evidence for pervasive racial disparities. In particular, white principal investigators (PIs) are consistently funded at higher rates than most non-white PIs. Funding rates for white PIs have also been increasing relative to annual overall rates with time. Moreover, disparities occur across all disciplinary directorates within the NSF and are greater for research proposals. The distributions of average external review scores also exhibit systematic offsets based on PI race. Similar patterns have been described in other research funding bodies, suggesting that racial disparities are widespread. The prevalence and persistence of these racial disparities in funding have cascading impacts that perpetuate a cumulative advantage to white PIs across all of science, technology, engineering, and mathematics.
... However, a frequently overlooked characteristic of such diversity practices is that they often allow organizations to claim support for diversity without engaging in any actions that actually lead to cultural change (Kalev et al., 2006). One example of this is diversity training, which is aimed at reducing biased attitudes and behaviors within society and the workplace (Carter, Onyeador, & Lewis, 2020), but for which research has revealed inconsistencies in its capacity for inducing behavioral changes needed to truly eliminate bias and discrimination (Dobbin & Kalev, 2018). Meta-analytic evidence has shown that while diversity training produces improved training outcomes, the largest effects tend to be on participants' reactions to training rather than on learning (Bezrukova, Spell, Perry, & Jehn, 2016;Kalinoski, Steele-Johnson, Peyton, Leas, Steinke, & Bowling, 2013). ...
... Similarly, in a large-scale field experiment, Chang and colleagues (2019) found that while diversity training induced favorable changes in attitudes toward diversity, this attitude improvement did not translate into behavioral change. Still, organizations continue to invest billions of dollars into diversity training, which remains one of the most prevalent diversity management practices implemented within organizations (Carter et al., 2020). Firms also benchmark their success in managing diversity against organizations considered to be leaders in the field, according to "top" or "best" company lists (Roberson & Park, 2007). ...
... This is due to the fact that for leading top positions in their professional fields, employees need continuous awareness of developments within their specific disciplines (Moldoveanu and Narayandas 2019). A study explained training in a way that it is a strategic procedure to change attitudes and behaviour with learning skills to obtain efficient enactment in any activity (Carter et al. 2020), whereas development is explained as a long-term activity that is achieved through constant training in the workplace (Bos-Nehles and Veenendaal 2019). For knowledge sharing, training involves teaching communication skills, what knowledge is, and how to share the knowledge (Singh et al. 2021). ...
... In addition, there is the possibility that training sessions are not organized properly. Poorly presented training is not as effective in changing employees' attitudes or behaviours after they attend a poorly presented training session (Carter et al. 2020). Consequently, training programs are not meeting their standards. ...
One of the objectives of this paper is to examine the empirical effects of certain Human Resource Management (HRM) practices and reciprocity as antecedents of knowledge-sharing (KS) behavior. In an organization, human resource knowledge quality plays a key role in the effective performance of the organization by communicating their knowledge with management and co-workers to perform their tasks in a better way. This is possible only when useful and relevant quality knowledge is successfully shared. Despite various studies on this topic, there is little research on KS and HRM practices in developing countries like Pakistan. A survey-based approach is used for data collection from different employees in the banking sector of Pakistan. The hypotheses are formulated based on the four HRM practices and reciprocity. The dataset is critically investigated using structural equation modeling (SEM). The results of this study suggest that reciprocity, recruitment and selection, and performance appraisals have a significant relationship with KS behaviour. Furthermore, KS is independent of employees’ training and development along with incentive systems in organizations. The contribution of this paper is how certain HR practices and employees’ perceptions about reciprocity influence employees’ knowledge sharing in an organization. This paper assists employers, employees, policymakers, and scholars to understand the factors that can promote knowledge sharing. This study also highlights the significant role of Human Resource Practices (HRP).
... One concern, however, is the low validity of these tests on socially sensitive topics, such as race (Greenwald et al., 2005). According to Carter et al. (2020), when using IAT tests in implicit-bias training, participants must engage with material honestly and be open to change (if the goal is to diminish bias). Without this, training will not lead to improvement in the workplace culture. ...
... Along with this, IAT training must meet the needs of the group being trained. For example, material emphasizing equal treatment and salience of differences is best for groups with low representation, such as African Americans (Carter et al., 2020). ...
We investigated the intersectionality of disability and veteran status to determine whether workplace perceptions were impacted by diverse identity experiences. Our sample was 16,000 U.S. Department of Veterans Affairs (VA) employees who reported having a disability, were veterans, or both. We also included a subset of nondisabled, nonveteran staff for comparative purposes. The data source was the 2021 VA All Employee Survey, an annual, confidential, voluntary organizational-satisfaction census within the VA. Using a mixed-method approach, we found that disabled, nonveteran employees reported greatest dissatisfaction with the workplace, particularly around feelings of disrespect from colleagues. Individuals with disabilities (both veterans and nonveterans) reported higher levels of burnout than those without disabilities. Finally, veterans were more concerned about accountability of staff and leaders compared to nonveterans. We discuss results in an applied context, suggesting how they can inform organizational efforts for diversity, equity, and inclusion.
... Participants highlighted the need for "real" diversity training, which was further supported by the findings of Kozan and Blustein (2018), who found that many doctoral psychology students reported that social justice and advocacy was not a salient aspect of their training. Carter et al. (2020) suggest that diversity training for employees work best by increasing awareness of biases and teaching strategies to manage their biases. Additionally, one-time event diversity training does not address the structural or systemic practices that perpetuate inequitable work experiences and outcomes between employees in the workforce, suggesting the importance of ongoing dialogues that can improve the process of responding to bias incidents (Carter et al., 2020). ...
... Carter et al. (2020) suggest that diversity training for employees work best by increasing awareness of biases and teaching strategies to manage their biases. Additionally, one-time event diversity training does not address the structural or systemic practices that perpetuate inequitable work experiences and outcomes between employees in the workforce, suggesting the importance of ongoing dialogues that can improve the process of responding to bias incidents (Carter et al., 2020). ...
As university counseling centers (UCCs) are diversifying, research on the experiences of clinicians of color, particularly women of color (WOC), and how they navigate their sociocultural identities at UCC workplace settings remains limited. We used a qualitative thematic analysis approach to explore the current support they receive, suggestions for UCCs to better support WOC, and suggestions for other WOC interested in pursuing a career at UCCs. A total of 56 participants responded to an online survey. Two broad themes emerged with the data around (a) existing and expanding support from UCCs for WOC and (b) advice for WOC interested in pursuing a career in UCCs. Subthemes delineated were (a) professional development and support and (b) workplace climate. While most participants named how their agencies supported them, many provided suggestions on how UCCs can improve from the process of recruitment, retention, leadership, and professional development to being respectful of WOC’s boundaries and needs. Related to workplace climate, participants appreciated the spaces created for either them or their clients of color. They suggested UCCs to be strategic in providing spaces where genuine feedback can be provided, creating various spaces for WOC (e.g., listserv, lunch group), and facilitating ongoing diversity training and discussions. Participants also imparted their wisdom to WOC through encouragement and practical advice. This study centers the voices of WOC clinicians and discusses the importance of self-advocacy, the various supports needed from institutions, and how White supervisors and mentors can better serve their WOC supervisees and trainees.
... For professional development focused on race and racism, Carter et al. (2020) leveraged these assumptions by proposing that in-service professional development is led by a trained facilitator who understands the community's desired outcomes, and conveys to educators that to achieve growth and collective healing, learning may cause discomfort. This discomfort occurs as a result of moving beyond didactic training models to incorporating active learning activities such as (a) critical self-reflection (e.g., journaling), (b) authentic and reflective race-centered community dialogue, (c) goal-setting to transform instructional practice, or (d) accountability to grow reciprocal partnerships with families and community partners. ...
... All trainings centered topics of race and racism, yet also incorporated topics such as identity (e.g., Sadler, 2000;Szech, 2019;West, 2007), positionality (e.g., Acosta, 2020;Hoard, 2017), racial privilege (e.g., Casey, 2013;Jewett, 2020;Koster, 2006;Palmer & Louis, 2017), diversity (e.g., Sumner, 2018), equity (e.g., Marcy, 2010;Shaw, 2020), and social justice (e.g., Allen & FitzGerald, 2017). Aligned with recommendations by Carter et al. (2020), every PD in the studies reviewed encouraged active learning activities (e.g., discussion, trust-building tasks, journaling; see Garcia, 2016;Gies, 2010) to promote critical self-reflection, authentic race-centered community dialogue, and accountability for change. There were no studies in which only didactic training or instruction occurred. ...
Racism is enmeshed within the fabric of U.S. public education, making it critical to identify and dismantle. One way to do this is to provide professional development (PD) to teachers targeting antiracism to build awareness, decenter whiteness, and advance racial equity in schools. This systematic review is a synthesis of antiracism PD studies, summarizing the (a) topics and activities integrated, (b) participants, (c) settings, and (d) outcomes associated with participation. Thirty-eight studies published from 1981 to 2020 met study criteria. Results indicated that study participants were most likely to be white educators from urban, public elementary schools who received, on average, nearly 18 hours of professional development. Training included authentic learning and reflection opportunities, with many participants reporting increased critical consciousness and improved racial literacy after PD. However, results also illuminated (a) inconsistencies in the way white teachers responded to training, likely aligning with their own readiness to learn and racial identity development, (b) that school leadership has a key role in creating a safe, trusting, well-resourced environment for this work, and (c) white teachers may need assistance moving from talking about decentering whiteness to taking antiracist action. We conclude with implications for research, practice, and policy.
... A vital element of implementing the program was the professional development of the educators at the school. In line with recommendations for the use of professional development for educators in implementing culturally responsive practices in school (Carter et al., 2020), the TIBS program provided educators with training on how cultural and racial bias is likely to influence discipline decisions, and how colonial ideology may influence the implementation of tiered support systems through dominant school practices, policies, and structures (see Bellamy et al., 2022 for full description of culturally responsive practice elements of the program). Consistent with principles of effective transfer of learning in teacher education, the training pedagogy was designed to match the school's strategic outcomes and data regarding current attitudes and practices related to trauma-informed and culturally responsive practices (Carter et al., 2020). ...
... In line with recommendations for the use of professional development for educators in implementing culturally responsive practices in school (Carter et al., 2020), the TIBS program provided educators with training on how cultural and racial bias is likely to influence discipline decisions, and how colonial ideology may influence the implementation of tiered support systems through dominant school practices, policies, and structures (see Bellamy et al., 2022 for full description of culturally responsive practice elements of the program). Consistent with principles of effective transfer of learning in teacher education, the training pedagogy was designed to match the school's strategic outcomes and data regarding current attitudes and practices related to trauma-informed and culturally responsive practices (Carter et al., 2020). In addition to practical strategies to manage biases and respond in a culturally responsive manner across tiers of support, educators were supported to engage in critical self-reflection and dialogue through the workshops. ...
Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes in school settings. The psychological impact of exposure to such events, referred to as childhood trauma, has been identified as a key driver of these educational difficulties. First Nations students have been found to experience higher rates of childhood trauma compared to non-First Nations students, with historical and intergenerational adversity contributing to such difficulties. There are national guidelines in Australia for the use of trauma-informed care practices in schools to reduce the impact of childhood trauma on educational engagement. This pilot case study examines teachers' experiences in a regional school implementing trauma-informed practices with First Nations students. Findings highlight the complexities of balancing students' safety and belonging with teachers' professional and personal needs in sustaining trauma-informed practice. Implications for implementing trauma-informed education with First Nations communities are discussed.
... Others have suggested that diversity initiatives, such as UBT, should be improved to focus on explicitly increasing awareness of and concern about racial bias, planting seeds that inspires continued learning, and teaching strategies that allow participants to change their behaviour. 47 Informed by these recommendations, we developed and evaluated an unconscious racial bias training (URBT) workshop delivered to NHS senior practitioners in the practice and healthcare environment. The implementation of this training represents a coordinated effort between the NHS and UK higher education to enhance awareness of how racial inequalities negatively impact racially minoritised students as one strategy to reduce the degree awarding gap. ...
... These excerpts support the notion that URBT should be action-oriented so that raised awareness of racial bias is coupled with strategies to mitigate it. 47 Participants also responded positively when asked about how they would apply this training in practice, with three themes centring on confronting racial bias, enabling conversations about race, and enacting real Open access change. However, it is important to note that these responses were gathered immediately after the training, so it is more informative to focus on responses to the 1-month follow-up questionnaire. ...
Objective
The degree awarding gap indicates that racially minoritised higher education students receive lower degree classifications relative to their white peers. While the reasons for this are complex, research suggests that educator and practitioner attitudes and behaviour towards racially minoritised students are a significant contributing factor. This preregistered study evaluates the effectiveness of unconscious racial bias training (URBT) to enhance National Health Service senior practitioner’s recognition of how racial inequalities negatively impact racially minoritised students.
Design
A mixed-methods study with a pretest and post-test design was conducted in the higher education and healthcare practice environment.
Methods
Forty-nine NHS senior practitioners completed a 4-hour URBT workshop with activities focusing on activating stereotypes, exploring differences between unconscious and implicit bias, discussing the development of bias, and reflecting on student experiences of prejudice, harassment and discrimination. They completed pre- and post- quantitative measures that assessed the effectiveness of URBT and changes in racial competency, awareness and perceptions of unconscious racial bias. Qualitative measures explored the usefulness and perceived applications of URBT, and a 1-month follow-up assessed further how it had been applied within practice.
Results
Participants reported positive evaluations of URBT, higher perceived racial competency, awareness and perceptions of racial bias (ps<0.001, dz>0.35). After 1 month, key themes from qualitative responses suggested that participants had increased self-awareness and were exploring how to set up mentoring and working groups, change recruitment and progression processes, and diversify the taught curriculum.
Conclusions
URBT may be one effective strategy to enhance awareness and encourage reflections of racial bias. We discuss how reducing racial inequalities requires a multifaceted approach that affords upfront conversations about systemic racism, implements effective initiatives, policies and procedures, and engages in continuous evaluation.
... We theorized that less ambiguity, combined with a desire to maintain an inclusive selfimage, would increase the likelihood of the target audience engaging in inclusive behaviors (O'Brien et al., 2010). Doing so is consistent with recent recommendations that suggest promoting inclusion by providing people with concrete behavioral strategies (Carter et al., 2020). ...
Despite much research on improving intergroup relations, the evidence for long-term effects in real-world settings is mixed. We used the social marketing approach to create an “Inclusivity Page” that could be added to course syllabi. The page contained three targeted pro-diversity messages based on social norms, personal benefits, and concrete behavioral recommendations. We tested our intervention in a large randomized controlled trial in university classrooms ( N students = 1,799). We obtained students’ course grades and overall college GPAs several years later. A subset of students also completed an outcome survey three months after the intervention. Students from underrepresented racial groups exposed to the intervention early in college had better course grades and GPAs. We also observed an enhanced sense of belonging and better emotional and physical health among students from all marginalized groups. Our research demonstrates the utility of employing a targeted approach to improve experiences of members of marginalized groups.
... Collaborative efforts are needed to test novel interventions targeting improvements in peer review, including collaborative peer review (Mehmani 2019). We should embrace observational analysis and experimentation (which requires the cooperation of publishers) to test procedural changes (Ross-Hellauer et al. 2023) and methods of training (Carter et al. 2020) and engage with stakeholders to work towards improved systems that address the flaws discussed throughout this paper (Lee and Moher 2017). From there, the scientific community, in collaboration with professional associations and publishers, can demonstrate their good faith by widely and consistently implementing the best procedural and training reforms to enhance transparency and reduce bias. ...
This candid perspective written by scholars from diverse disciplinary backgrounds is intended to advance conversations about the realities of peer review and its inherent limitations. Trust in a process or institution is built slowly and can be destroyed quickly. Trust in the peer review process for scholarly outputs (i.e., journal articles) is being eroded by high-profile scandals, exaggerated news stories, exposés, corrections, retractions, and anecdotes about poor practices. Diminished trust in the peer review process has real-world consequences and threatens the uptake of critical scientific advances. The literature on “crises of trust” tells us that rebuilding diminished trust takes time and requires frank admission and discussion of problems, creative thinking that addresses rather than dismisses criticisms, and planning and enacting short- and long-term reforms to address the root causes of problems. This article takes steps in this direction by presenting eight peer review reality checks and summarizing efforts to address their weaknesses using a harm reduction approach, though we recognize that reforms take time and some problems may never be fully rectified. While some forms of harm reduction will require structural and procedural changes, we emphasize the vital role that training editors, reviewers, and authors has in harm reduction. Additionally, consumers of science need training about how the peer review process works and how to critically evaluate research findings. No amount of self-policing, transparency, or reform to peer review will eliminate all bad actors, unscrupulous publishers, perverse incentives that reward cutting corners, intentional deception, or bias. However, the scientific community can act to minimize the harms from these activities, while simultaneously (re)building the peer review process. A peer review system is needed, even if it is imperfect.
... These are important points to allow conversations about in professional development spaces that aims to support ABE practices. Carter et al. (2020) found, ...
This study is on the impact of community college anti-racist learning communities on the participants’ instructional pedagogy and interactions. In this qualitative study, community college classified staff and faculty members were interviewed on the learning they experienced within anti-racist learning communities, the impact it had on themselves and their interactions with others on campus, and the impact organizations’ support had on their anti-racist development. This study highlights the participants’ experiences and the impact of learning experiences in anti-racist learning communities on their professional practices and the impact of organizational support provided to them. Additionally, this study illustrates the importance of working toward addressing and eradicating inequity in academia through the use of intentionally created anti-racist learning communities.
... It is also essential to acknowledge that biases and knowledge limitations exist due to data sets used to train the AI models. Anti-bias training should be conducted regularly for educators so that they recognize and confront potential biases and promote culturally responsive practices for students with disabilities (e.g., Carter et al., 2020;Fallon et al., 2023;Ko & Lee, 2023). Because the development of IEP goals is a collaborative process, educators should regard the AI-generated IEP goals as preliminary drafts. ...
The use of technology in the classroom has benefited special educators and their students. As artificial intelligence (AI) applications like ChatGPT become more prevalent, there is a growing interest in their potential integration into educational settings. In this paper, we describe the potential role of ChatGPT in informing the development of students’ individualized education program (IEP) goals, with detailed and easy-to-implement recommendations for its use during the IEP goal development process. We underscore the challenges and limitations associated with using an AI tool when developing IEP goals. It is imperative that special educators critically assess the quality of IEP goals. Collaborative discussions with the IEP team remain crucial to ensure goals align with the most up-to-date quality standards and attend to the students’ individual needs. By addressing these concerns and promoting responsible and thoughtful use, it is possible to leverage the potential of AI for constructing high-quality IEP goals while safeguarding the best interests of students.
... Further, to minimize counterproductive effects, attendees should be introduced to concrete strategies for managing bias. In doing so, organizations can ensure that bias training contributes to their broader diversity and inclusion efforts (Carter et al., 2020). ...
Purpose
The purpose of this research is to examine the narratives of victims of abusive supervision. We explore the meaning or “lessons” victims derive from those experiences and how they shape the victims’ views of self, work and organization in relation to navigating their subsequent jobs.
Design/methodology/approach
We analyzed how appraisals of supervisory abuse transform victims’ narratives and their consequent work attitudes through sensemaking processes. Semi-structured interviews with the past victims of abusive supervision generated a four-stage model of how sensemaking shapes victims’ future work attitudes. Our interpretations were guided through narrative thematic analysis based on the constructionist approach.
Findings
Victims’ lessons learned are predominantly framed by their retrospective post-event appraisal of abuse (based on its severity) once individuals are no longer subject to abusive supervision. With greater distance from the abuse, victims can process the abuse and better understand the motivation of the abuser, enabling the process of causal attributions. These attributions further shape victims’ narratives and future work attitudes through a complex interplay of retrospective and prospective sensemaking mechanisms. The victims broadly reported proactive (with higher self-awareness and endurance) and reactive (self-protection, and emotional scars) lessons. A four-stage model was proposed based on our findings.
Originality/value
Abusive supervision remains a persistent issue experienced by many individuals at some point in their working life. However, little is known about how victims make sense of the event post-abuse and how this sense-making guides their future work behaviors. Understanding this phenomenon provides insight into how employees navigate through adversity and construct a more positive future. The contribution of this narrative inquiry is threefold. First, it explores how individual appraisals of supervisory abuse frame their (1) mechanisms of narrative construction; and (2) future work attitudes. Second, our findings demonstrate how narrative construction is a fluid process often informed by the process of retrospective and prospective sensemaking. Finally, our research suggests two broader categories of lessons that victims internalize and carry forward to their subsequent jobs.
... This further facilitates more effective information-sharing and collaboration that is not hampered by nationality-based differences. To boost awareness and drive meaningful change, anti-bias and diversity training help, but it must be coupled with other EDI initiatives (Kalev, Dobbin & Kelly, 2006;Carter, Onyeador, & Lewis, 2020). In this way, managers foster more fluid collaboration in multinational teams. ...
... Evidence on the effectiveness of interventions in reducing bias on indirect measures (e.g., Lai et al., 2014Lai et al., , 2016 provides no information on this question, because unconscious bias is different from unintentional bias on indirect measures (Gawronski et al., 2022b). This conclusion echoes broader concerns about the ineffectiveness of implicit-bias trainings to increase DEI (e.g., Carter et al., 2020;Greenwald et al., 2022;Kim & Roberson, 2022;Onyeador et al., 2021). Although the demand for diversity trainings in public and private organizations gave rise to a multibillion-dollar industry, the available evidence suggests that these investments had little to no impact (Dobbin & Kalev, 2016). ...
References to implicit bias are abundant in initiatives to increase diversity, equity, and inclusion (DEI). Common claims about implicit bias are that it is widespread (Greenwald et al., 2022) and pervasive (Nosek et al., 2007); that everyone has it (Staats, 2016); and that it is a major obstacle to DEI in virtually all aspects of life, including organizations (Jost et al., 2009), the legal system (Levinson & Smith, 2012), education (Staats, 2016), and medical care (Hall et al., 2015). But what exactly is implicit bias, and how does it matter for DEI? A closer look at the literature reveals that there is no straightforward answer to these questions, because (1) the term implicit bias has been used with different meanings and (2) the conclusions suggested by the available evidence differ depending on the meaning of the term.
To provide a basis for informed discussions about implicit bias and its significance for DEI, the current chapter discusses two dominant ideas of what constitutes implicit bias, relevant empirical evidence, and the implications of this evidence for DEI. In the first part, I discuss (1) the idea that people can behave in a biased manner without being aware that their behavior is biased, (2) two potential mechanisms that may lead to biased behavior without awareness, and (3) the significance of these mechanisms for DEI. In the second part, I discuss (1) the idea that implicit bias is what is being measured by indirect measures of bias, (2) why bias on indirect measures is different from unconscious bias, (3) what is currently known about the relation between bias on indirect measures and discriminatory behavior, (4) recent accounts that treat bias on indirect measures as an indicator of systemic (rather than individual) bias, and (5) the implications of the available evidence for DEI. In the final section, I provide an integrative discussion of (1) what we know about implicit bias, (2) important questions that still need to be addressed, and (3) implications of the available evidence for initiatives to increase DEI. I conclude with a list of recommendations for researchers, practitioners, and educators.
... Hire/contract with EI Providers, coordinators, leaders, and supervisors with f luency or expertise in more than one spoken/signed language, whenever possible, and/or provide professional development for EI Providers to achieve f luency or expertise in a variety of communication approaches 11. Provide training for EI Providers to address bias including recognizing their own biases, increasing understanding of the implications of bias in provision of supports, and developing strategies to minimize their biases and the impact of those biases in their work with families (e.g., Carter et al., 2020) 12. Provide ongoing training that enables EI Providers to implement evidence-based FCEI-DHH in a manner that is as free from bias as possible (see Szarkowski et al., 2024, Structure Principles, this issue, particularly Principle 7, for more information; also see Endnote 4, current paper) ...
This article is the sixth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The Support Principles article is the second of three articles that describe the 10 Principles of FCEI-DHH, preceded by the Foundation Principles, and followed by the Structure Principles, all in this special issue. The Support Principles are composed of four Principles (Principles 3, 4, 5, and 6) that highlight (a) the importance of a variety of supports for families raising children who are DHH; (b) the need to attend to and ensure the well-being of all children who are DHH; (c) the necessity of building the language and communication abilities of children who are DHH and their family members; and (d) the importance of considering the family’s strengths, needs, and values in decision-making.
... One common action organizations took in response to the racial reckoning was to mandate bias and diversity trainings (Carter et al., 2020). While the evidence for the efficacy of these trainings is mixed, it was nonetheless an available action that could be implemented swiftly (Devine & Ash, 2022;Dobbin & Kalev, 2022). ...
Calls for culture change abound. Headlines regularly feature calls to change the “broken” or “toxic” cultures of institutions and organizations, and people debate which norms and practices across society are now defunct. As people blame current societal problems on culture, the proposed fix is “culture change.” But what is culture change? How does it work? Can it be effective? This article presents a novel social psychological framework for intentional culture change—actively and deliberately modifying the mutually reinforcing features of a culture. Synthesizing insights from research and application, it proposes an integrated, evidence-based perspective centered around seven core principles for intentional culture change: Principle 1: People are culturally shaped shapers, so they can be culture changers; Principle 2: Identifying, mapping, and evaluating the key levels of culture helps locate where to target change; Principle 3: Culture change happens in both top-down and bottom-up ways and is more effective when the levels are in alignment; Principle 4: Culture change can be easier when it leverages existing core values and harder when it challenges deep-seated defaults and biases; Principle 5: Culture change typically involves power struggles and identity threats; Principle 6: Cultures interact with one another and change can cause backlash, resistance, and clashes; and Principle 7: Timing and readiness matter. While these principles may be broadly used, here they are applied to the issue of social inequality in the United States. Even though culture change feels particularly daunting in this problem area, it can also be empowering—especially when people leverage evidence-based insights and tools to reimagine and rebuild their cultures.
... In turn, this saves companies money and keeps workers stable. Also, leadership development programmes focus on helping people learn to be more considerate of others (Carter et al., 2020). Training and growth programmes can help leaders improve their ability to show individual care, and organisations can pay for them. ...
This research examines the impact of transformation styles dimensions on employees' intention to quit the positions from the banking sector business in Sindh, Pakistan. This research uses the Transformational Theory of Leadership to examine the impact of leaders' behaviours on employees' intentions to leave the current positions or the organisations as a whole. This research employs data collected through convenience sampling method from the subordinated staff employees working in banking sector of province of Sindh, Pakistan, uses structural equation modelling analysis to examine the associations between dependent and independent variables. The research findings indicate a substantial relationship between transformative leadershiptowards intentions to depart the organization also indicated that idealized influence proved non-significant, whereas inspirational motivation, intellectual stimulation, individual consideration show significant and strong negative affect on the turnover intention among employees. Transformational leaders cultivate a favourable work milieu by facilitating employee empowerment, motivation, providing individualized support, establishing a collective sense of purpose. This phenomenon decreases the likelihood of workers' inclination to resign from their positions in the banking industry. This research contributes to the existing literature by applying the Transformational Theory of Leadership to the banking sector of Sindh, Pakistan. This research contributes to the existing body of knowledge by examining the impact of transformation leadership dimensions' practice on workers' intentions to remain in or depart from the current employment. It enhances our undersetting of how leadership behaviours might influence employees' decision-making processes about job retention. The findings of this study provide valuable insights for both researchers' practitioners, serving as a foundation for further investigation into the impact of transformational leadership on workers' intentions to quit their positions within the banking sector of Sindh, Pakistan.
... However, effect sizes vary widely, and some training backfires. Therefore, organisations should follow established best-practices, primarily when it comes to embedding training into a broader suite of activities and focusing on specific behaviours rather than just an awareness of bias (Carter et al., 2020). A related promising approach is to strive for changes in recruiters' diversity beliefs. ...
Many organisations are striving to diversify their workforces, hoping to counter inequality while boosting team performance. Assessment tools and processes have been adapted to reduce the impact of bias, yet to realise the benefits of diversity, more is needed. The hiring paradigm needs to shift from assessing competence and culture fit to assessing each candidate’s unique contribution to an organisation and team – i.e. their culture add. While this idea has gained some currency in recent years, it has far-reaching implications for assessment and recruiting that are discussed here – a key implication being that no (individual-level) test can exist to assess culture add and rank candidates accordingly, so that assessment needs to be approached more broadly. This needs to be considered alongside the current rise of algorithmic selection tools, and occupational psychologists are called on to play an active part in ensuring that greater diversity comes about and that its potential benefits are realised.
... Another example of an intersectional approach in the workplace is to provide diversity and inclusion training for all employees. This training can help employees to become aware of their own biases and assumptions, as well as to understand the experiences and perspectives of colleagues who come from different backgrounds and identities (Carter et al., 2020;Onyeador et al., 2021). Implementing an intersectional approach in the workplace can lead to a more diverse and inclusive environment where employees feel valued, respected, and supported to bring their whole selves to work and contribute to the organization's success. ...
This study aims to identify various research studies on multiple dimensions of social life that employ an intersectionality approach. The approach is a framework that recognizes the multiple dimensions of social identity and how they intersect and influence experiences of discrimination, privilege, and marginalization. Using literature studies from various research databases and employing specific keywords, four dimensions of social life have been identified as dominant themes in research applying the intersectionality approach, namely education, healthcare, politics, and workplace. In the domain of education, the article discusses how an intersectionality approach can help to understand how multiple identities, such as race, gender, and class, intersect to influence educational experiences and outcomes. The article also examines the impact of intersectionality on access to healthcare, highlighting how multiple identities can affect access to care, treatment outcomes, and experiences of discrimination. In politics, the article discusses how an intersectionality approach can help understand marginalized groups' experiences in political processes and systems. The article also examines how intersectionality can influence workplace experiences and opportunities for advancement. The article argues that an intersectionality approach can help to identify and address systemic inequalities and promote greater equality and diversity in multiple dimensions of social life. The article highlights the importance of applying an intersectionality approach in understanding the complex ways social identities intersect and shape experiences of discrimination, privilege, and marginalization.
... Experts suggest the efficacy of diversity trainings can be improved by incorporating training into a broader comprehensive strategy aimed at building capacity for change. 134 Specific recommendations include: tailoring training programs to match institutional goals, linking content to desired outcomes; preparing trainers to manage participant discomfort as part of the learning process, rather than trying to avoid discomfort; training attendees on how to use a limited number of concrete strategies for managing bias (i.e., 2-3 specific strategies) that are most relevant to their work; and, importantly, developing a plan for evaluating the efficacy of the training. 135 Although it is unlikely that an implicit bias educational program will change attendees' implicit biases, it may offer other benefits. ...
... • Maximize interaction among attendees, especially in virtual training. (Carter et al., 2020;Kulik et al., 2007). To limit drops in attendance, programs should consider how to integrate cultural humility training into their required practices (e.g., orientation, ongoing support). ...
The current paper presents lessons learned from a research-to-practice partnership between mentoring program practitioners and researchers that focused on the development and implementation of a cultural humility training for volunteer mentors. Using multiple data sources (e.g., training materials, field notes, mentor surveys), we present a description of the research-to-practice partnership and the Culturally Smart Relationships pilot training content. We generate practice-oriented lessons to inform future cultural humility training work with staff and volunteers in youth programs. Our lessons reflect recommendations that emerged from five project phases: (a) organizational commitment to justice, equity, diversity, inclusion; (b) training curriculum and logistical planning; (c) “To Zoom, or not to Zoom''; (d) facilitation of the training; and (e) post-training and ongoing support. The pilot training content and lessons learned have implications for youth programs by elucidating training as one component of a broader approach for equity in youth developmental program practice.
... Additionally, educating students about the psychology of naive realism increased the acceptance of cultural differences by reducing the assumption that one's own views were simply objective, and others are biased (López-Rodríguez et al., 2021). Notably, such efforts to address societal problems are not guaranteed to succeed: educating people about implicit bias as part of an anti-bias training, for example, may be effective in some cases and fall short in others (Carter et al., 2020). Thus, research is needed to understand which educational approaches are effective and in what applied domains. ...
Background
Introductory psychology courses provide a unique opportunity to educate students in ways that can inform how they will address major issues of the day. Objective: We tested whether an integrative, last-day-of-class activity in which students applied pertinent psychological theories to climate change would empower students to address this issue. Method: Across multiple introductory psychology courses, pre- and post-course assessments (Study 1) and a comparison to a control classroom condition (Study 2) were used to evaluate changes in students’ climate change efficacy beliefs and intentions to act. Results: Students who experienced the activity were more likely to (1) believe their actions could make a difference in mitigating climate change and influence others to follow suit, (2) show increased intentions to adopt sustainable behaviors and take political action to address climate change, and (3) see psychology as relevant to solving societal issues like climate change.
Conclusion
Having students connect psychology to solving climate change led students to feel more empowered to address this global challenge. Teaching implications: This classroom activity could readily be scaled up to thousands of introductory psychology courses around the world every year, connecting psychology to a major issue of our time and potentially mobilizing students to action.
... Finalmente, la existencia de una relación causal entre los constructos detectados por las medidas implícitas y el comportamiento debería permitir el diseño de programas de entrenamiento para disminuir los sesgos implícitos, por ejemplo, de los agentes policiales. A pesar de ser utilizados por los departamentos de policía en muchos países, se ha demostrado que tales programas son muy poco efectivos (Carter et al., 2020). ...
Una de las formas más comunes y menos estudiadas de parcialidad judicial subjetiva es la disminución de la credibilidad otorgada a un testigo debido a un prejuicio identitario implícito del agente judicial. En la epistemología social, este fenómeno ha sido estudiado bajo la rúbrica de la injusticia testimonial. En este ensayo mostramos que para determinar la ocurrencia de un caso de injusticia testimonial en el derecho se deben cumplir tres condiciones que son imposibles de verificar empíricamente y que están basadas en presupuestos psicológicos que han sido puestos en duda en años recientes. Sin la posibilidad de verificar estas condiciones, estamos frente a un tipo de parcialidad judicial indetectable. En su lugar, ofrecemos una nueva forma de entender la injusticia testimonial en el derecho como un fenómeno más general que describe una tendencia comportamental prejuiciosa recurrente por parte de un agente judicial. Entendida de este modo, la injusticia testimonial es completamente verificable. Palabras clave: Parcialidad judicial subjetiva, injusticia testimonial, sesgos implícitos, medidas implícitas, credibilidad de testigos.
Abstract: One of the most common and least studied forms of subjective judicial partiality is the credibility deficit suffered by a witness due to an implicit identity prejudice in a judicial agent. Social epistemologists have studied this form of partiality under the rubric, "testimonial injustice." In this essay we argue that to verify the occurrence of a singular instance of testimonial injustice in law three facts must be established, none of which can be established with any degree of confidence. Furthermore, all of them are based on psychological suppositions that have been recently discredited. Without the possibility of establishing these facts, we end up with an undetectable form of subjective judicial partiality. In its place, we offer a new way of understanding testimonial injustice in law as a general phenomenon that describes a recurrent pattern of prejudiced behavior in a judicial agent. Under this characterization, testimonial injustice becomes empirically verifiable.
... Then, this co-author alerted the two independent coders of the possibility of any unconscious bias emerging. This raised the coders' awareness of any possible unconscious bias (Carter et al., 2020) and greatly minimized the possibility of its occurrence. ...
This paper presents a literature review of Public Service Announcements (PSAs). Using the SPAR-4-SLR protocol, we uncover 119 articles on PSAs in the domains of corporate social responsibility (CSR), the environment, health, finance, safety, and security. The literature review reveals that PSA makers may elicit empathy during their appeal and also juxtapose PSAs with narratives. Further, they may consider using fear, humor, and nurturance appeals. We cull the key takeaways from each domain and identify commonalities and differences across the domains. In addition, we offer strategies to make PSAs effective. PSA makers may run more PSAs, use targeted appeals, and use fewer celebrity appeals. The paper also identifies gaps in the literature and outlines future research directions.
... 17 However, research in other domains has emphasised that educational approaches focused only on increasing knowledge without addressing attitudes and providing support for action typically have limited effect. 18 To that end, several stratgies addressed aspects of action-oriented education, including sharing concrete strategies for enhancing inclusion and tailoring content and strategies to specific stakeholder roles. ...
The National Collegiate Athletic Association (NCAA) Summit on Gender Identity and Student-Athlete Participation was convened to identify institutional/athletic department strategies that may support the well-being of trans and gender nonconforming (TGNC) collegiate student-athletes in the USA. The Summit's purview did not include policy-level changes to eligibility rules. A modified Delphi consensus process was used to identify strategies for supporting collegiate TGNC student-athlete well-being. Key steps included an exploration phase (learning, generating ideas), and an evaluation phase (rating ideas in terms of their utility and feasibility). Summit participants (n=60) included individuals meeting at least one of the following criteria: current or former TGNC athlete, academic or healthcare professional with topical expertise, collegiate athletics stakeholder who would be involved in implementing potential strategies, representative from leading sports medicine organisation, or representative from relevant NCAA membership committee. Summit participants identified strategies in the following domains: healthcare practices (patient-centred care and culturally sensitive care); education for all stakeholders involved in athletics; and administration (inclusive language, quality improvement processes). Summit participants also proposed ways that the NCAA, through its existing committee and governance structures, could help support the well-being of TGNC athletes. NCAA-focused concepts were in the following domains: policy making processes; eligibility and transfer processes; resource development and dissemination; and visibility and support for TGNC athletes. The strategies developed represent important and relevant approaches that member institutions, athletic departments, NCAA committees, governance bodies and other stakeholders might consider in their efforts to support TGNC student-athlete well-being.
... And humans will also adapt to the environment in which they are located. A clean environment forces everyone to act as they are [8,9]. ...
It is possible to develop an effective green society through environmental education in schools. Schools play a special role as places of learning. Schools can help students understand the impact of human behaviour on the planet. The Adiwiyata program is designed to create school citizens who are responsible for environmental protection and management through superior school operations to support sustainable development. The Adiwiyata program combines learning and behaviour to provide an effective way to change behavior. Madrasah Ibtidaiyah Mambaul Ulum I Bata-Bata Panaan Palengaan Pamekasan is expected to be a mediator of change in the community around the school. Schools need to be role models for creating a healthy and comfortable environment, as well as being role models for creating school citizens who care and are environmentally friendly. In this case, the school community is expected to be a role model and convey the nature of their concern for the environment to the surrounding community. The purpose of this research was the efforts of Madrasah Ibtidaiyah Mambaul Ulum Bata-Bata Panan Palengan Pamekasan in creating environmentally friendly students by building character. Therefore, this research was a descriptive research, namely research that tried to explain a certain phenomenon, event, or event by using qualitative data. The data analysis used an interactive data analysis model. Namely through interviews, observation, and documentation. Based on the research here, the researcher concluded that self-development programs, disciplined learning processes, motivate the importance of cleanliness in the classroom and in the school environment, development of school environment health, and school culture. Inhibiting factor in MI. Mambaul Ulum Bata-Bata was a facility that breaks down quickly. Inhibiting factor in MI. Mambaul Ulum Bata-Bata were: limited land and finances.
... Yet, awareness alone does not ensure behavioural change given that biased beliefs and attitudes can be resistant to change (Metinyurt et al., 2021). However, Carter et al. (2020) offers that discrimination can be reduced by training and interventions. Other tools to transform bias can include mindfulness to aid individuals in changing habits of mind and behaviour (Owen, 2021), using the member checking approach, and facilitation (Brear, 2019). ...
There is a need for better evidence on how to effectively support consumer partnerships in research (CPR). This paper aims to provide a practical checklist for market researchers to plan, implement, and report research where vulnerable consumers are the target population. A vulnerable consumer is someone who, due to their circumstances, may be disadvantaged or at risk in some marketplace situations. Here, it is proposed that research conducted about vulnerable consumers must include consumer co-researchers as partners in the research process. The involvement of consumers as co-researchers addresses this methodological gap to some extent by democratizing research design and empowering vulnerable consumers. The CPR Checklist is based on an integrative realistic review method, content validation via an expert panel, and includes consumer co-researcher involvement in the research process. Considering the complexities of vulnerable consumers and market research, the CPR Checklist provides a suite of 'how and why' questions to guide rigorous and ethical project conduct.
While previous research has consistently found evidence for ethnic discrimination after resume screening, the majority of those studies focused on outcomes of evaluating job applications. Therefore, we know little about what happens during resume screening. In the present study ( N = 402), we tested whether impressions of majority and minority applicants are formed differently while processing separate snippets from job applications. While majority impressions were significantly more positive than minority impressions after the third snippet was processed, impressions did not differ anymore after four or more snippets. In specific, minority impressions improved significantly more in response to the fourth snippet, which provided information on a volunteering role. Furthermore, we found that negative information similarly harmed majority and minority impressions. Our findings suggest that minority applicants might suffer from prejudice if only little information from resumes is being processed. Thus, organizations might be able to prevent discriminatory outcomes by avoiding superficial resume screening.
Ensuring equity and access in higher education has become a paramount concern for institutions, policymakers, and stakeholders worldwide. This review delves into the legal frameworks and management strategies essential for promoting equity and access within higher education systems. Firstly, legal perspectives provide a foundation for understanding the rights and responsibilities of both institutions and students. Various laws and regulations, including affirmative action policies, anti-discrimination statutes, and accessibility mandates, shape the legal landscape of higher education equity. Analyzing landmark court cases and legislative acts elucidates the evolving nature of these legal frameworks and their implications for fostering inclusive environments. Secondly, effective management strategies play a pivotal role in translating legal mandates into actionable initiatives. Institutional leaders must prioritize diversity, equity, and inclusion (DEI) efforts across all facets of academic and administrative operations. Implementing proactive recruitment and retention practices, establishing support services for underrepresented groups, and fostering a culture of inclusivity are among the key strategies employed to enhance accessibility and promote equity. Moreover, leveraging technology and data analytics can facilitate evidence-based decision-making and resource allocation, thereby addressing disparities in educational outcomes. Collaborative partnerships with community organizations, government agencies, and industry stakeholders also amplify the impact of equity initiatives and expand access to higher education opportunities. Navigating the complex intersection of legal requirements and management imperatives is essential for advancing equity and access in higher education. By embracing a holistic approach that combines legal compliance with strategic planning and proactive interventions, institutions can foster environments where all individuals have equitable opportunities to succeed and thrive academically.
Providing people with feedback about their intergroup biases is a central part of many diversity training and other bias‐education efforts. Although this practice may increase self‐awareness, people sometimes respond negatively to learning about their own biases. In the present review, we provide a framework for understanding when feedback about intergroup bias should lead to behavior change intentions, and when it can work against that goal. Specifically, we suggest that feedback about performance on measures of bias (e.g., the Implicit Association Test) will cause psychological discomfort to the extent that feedback about intergroup bias is: (1) discrepant from self‐reported attitudes, and (2) more personally or socially unacceptable than self‐reported attitudes. We then suggest two possible routes stemming from that psychological discomfort: If people accept personal responsibility for feedback, they will respond to psychological discomfort with compunction and direct efforts toward behavior and attitude change. By contrast, if people reject personal responsibility for feedback, they will respond defensively, derogating the feedback and trying to prove that the results are inaccurate. We use responses to feedback about implicit bias as a test case to demonstrate our model and discuss the current state of the literature on responding to IAT feedback. We also discuss interventions that can move people from defensiveness to compunction and open our metaphorical “file drawer” to discuss lessons learned.
Medium Enterprises (MEs) are significant contributors to global economic development. Integrating sustainability practices in their business can support MEs worldwide to become more sustainable, improving companies’ performance and stakeholders’ expectations. Nevertheless, few MEs adopt sustainable practices. Following Behavioral Decision Theory and Behavioral Strategy literature, we argue that this can be associated with their managers’ decision-making processes – apart from not possessing considerable resources like large companies. Via a mixed-method research design involving 277 Italian ME managers, we investigate the cognitive biases that hinder the development of a sustainable performance management system (SPMS) in MEs. We found the most prominent biases influencing SPMS development. Then, we developed a ‘SPMS de-biasing funnel’ framework. We propose some corrective actions to reduce the impact of the most critical cognitive biases that influence SPMS development, allowing related beneficial potential outcomes.
Practical ways that individuals can practice self-care must align with the psycho-spiritual needs recommended by psychologists. Likewise, academicians, theologians, and pastoral counselors must consider the risks of not practicing self-care. Further, the six dimensions of wellness are: physical, emotional, spiritual, intellectual, environmental, and social. The six dimensions of wellness provide a framework to help individuals deal with the spiritual, physical, intellectual, emotional, social, and environmental areas of their lives, which helps them to thoroughly connect to well-being. Likewise, workplaces must acknowledge spirituality as an aspect of well-being in employee health initiatives. Moreover, wellness professionals must understand how spirituality as a caveat of well-being may impact and affect productivity. In this way, employees work more effectively, experience improved job satisfaction, and increased organizational performance.
Professional development (PD) is a key catalyst for supporting educators’ growth and development in education, yet evidence of PD’s impact in enacting sustained change over time remains challenging to understand. In the United States context, racial inequities plague all aspects of society and are maintained by the education system. Teachers are part of a collective group that serves on the front lines of societies’ efforts to promote equity through education. Thus, identifying strategies to ensure their mindsets and practices are inclusive of all students’ identities, specifically their race/ethnicity, is paramount for the field of teacher PD. This critical theoretical paper will explore how Transformative Learning Theory and Critical Race Theory may be integrated to address racial inequities in education through PD.
Anti‐bias training has been viewed as the solution to prejudice in organizations, yet the evidence is mixed in real‐world settings. Some point to the broader organizational climate that training takes place in as critical, and herein we investigate one aspect: communicating about bias in autonomy‐supportive (i.e., non‐shaming) ways. Using the 2019 National Well‐Being and Inclusion Survey of United Kingdom police officers and staff (n = 34,529 in 43 forces), we tested links of participating in anti‐bias training, perceived autonomy‐supportive communication, and their interaction on prejudiced attitudes. Results revealed a negligible effect (R2 = 0.001) of participating in anti‐bias training but a moderate effect (R2 = 0.05) of perceiving autonomy‐supportive communication predicting lower prejudice. Their interaction was significant but negligible (R2 = 0.001): participating in anti‐bias training predicted lower prejudice when perceiving autonomy‐supportive communication; there was no link between training and attitudes without autonomy‐supportive communication. Implications for improving the effectiveness of anti‐bias training in applied settings and research are discussed.
Disputes about the value of Diversity Training (DT) stem partly from disputes about what DT should entail and what its expected outcomes should be. We answer previous reviews’ calls for approaches to DT that are grounded in empirically supported theoretical frameworks. Specifically, and based on longstanding theory and research on attitude–behavior relations, we offer a dual‐process framework that identifies key factors for interventions to reduce individual‐level discrimination in organizational settings, including (a) automatic attitudes/bias, (b) awareness of the impact of bias, (c) motives relating to egalitarianism and conformity, and (d) the opportunity to engage in deliberative decision making. We offer suggestions, where available, for how DT might employ basic research known to impact these factors to construct more effective interventions. Finally, we offer guidance for targeted rather than “one‐size‐fits‐all” approaches to DT and advocate for an integration of DT tailored to individuals with structural interventions tailored to organizations.
Bringing together research from several lines of inquiry in psychology and education, this paper proposes a conceptual model for understanding how entrenched inequalities embedded within ecological macrosystems play out in the classroom to affect student learning. We consider how implicit teacher beliefs and belief expression affect teacher-student interactions and relationships, student learning-related processes, and student learning outcomes. First, we review the literature on how teacher beliefs relate to student learning outcomes. Second, we discuss how teacher beliefs may shape critical classroom-level and individual-level teacher-student interactions, and how these interactions can affect student factors critical to learning. The Teacher Beliefs and Interactions Model, a conceptual model that brings together related bodies of work that have traditionally been separate, proposes teacher beliefs as an important area of inquiry for future empirical research in education and human development.
Gender biases and inequities are prevalent across many scientific fields and biomechanics is likely no exception. While progress has been made to support women in the field, especially at biomechanics society conferences, the recent COVID-19 pandemic has exacerbated professional isolation. The International Women in Biomechanics (IWB) community started in July 2020 with the mission of fostering an environment for women and other under-represented genders in biomechanics to gain year-round support, visibility, and allyship. Nearly 700 biomechanists have joined the IWB community from over 300 universities/organizations and 33 countries. Our community ranges in career stages and professions and interacts through a forum-style platform, teleconference meetings, and social media. In 2021, we conducted a survey to identify the needs, concerns, and issues faced by individuals in the IWB community. We received 144 responses from members in 16 countries. Our survey revealed three primary needs for women in biomechanics: supportive working environments, career planning support, and addressing workplace gender bias. These results, in conjunction with scientific evidence on workforce gender bias, helped us identify three key areas to meet our mission: Member Support, Community Outreach, and Empowering Allyship. Several levels of support are required in these three areas to ensure a lasting, positive, and sustainable impact on gender equity in biomechanics. We conclude by providing our perspectives on an evidence-based call to action to continue addressing gender bias and inequity at the individual, institutional, and scientific society levels. These actions can collectively enhance our allyship for women in the field of biomechanics.
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