Implicit Racial Bias and School Discipline Disparities - Exploring the Connection by Cheryl Staats

Defining Implicit Bias
Also known as implicit social cognition, implicit bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual’s awareness or intentional control. Residing deep in the subconscious, these biases are different from known biases that individuals may choose to conceal for the purposes of social and/or political correctness. Rather, implicit biases are not accessible through introspection.
The implicit associations we harbor in our subconscious cause us to have feelings and attitudes about other people based on characteristics such as race, ethnicity, age, and appearance. These associations develop over the course of a lifetime beginning at a very early age through exposure to direct and indirect messages. In addition to early life experiences, the media and news programming are often-cited origins of implicit associations.
A Few Key Characteristics of Implicit Biases
Implicit biases are pervasive. Everyone possesses them, even people with avowed commitments to impartiality such as judges.
Implicit and explicit biases are related but distinct mental constructs. They are not mutually exclusive and may even reinforce each other.
The implicit associations we hold do not necessarily align with our declared beliefs or even reflect stances we would explicitly endorse.
We generally tend to hold implicit biases that favor our own ingroup, though research has shown that we can still hold implicit biases against our ingroup.
Implicit biases are malleable. Our brains are incredibly complex, and the implicit associations that we have formed can be gradually unlearned through a variety of debiasing techniques.

Implicit Bias in School Discipline

This webpage features Kirwan Institute research on racialized discipline disparities in K–12 public education. Understanding these disparities, particularly in disciplinary actions that exclude students from school, is crucial, as students who are “pushed out” of the classroom are denied educational opportunities. This research seeks to shed light on racialized discipline disparities and disrupt the school-to-prison pipeline by focusing specifically on implicit racial bias as a contributing factor to persistent discipline disproportionalities in schools. Materials on this page highlight the relationship between implicit racial bias and school discipline. Included among the materials are documents that shed light on discipline disparities in Ohio, documents that explain how implicit racial bias can operate in the education domain and influence school discipline, a national scan of successful intervention strategies, issue briefs, a communications and social media toolkit, and other materials. We encourage you to share this content widely. 
http://kirwaninstitute.osu.edu/school-discipline/ 

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