Bias in Education

Title: A Snapshot of Beatrice’s class

Area: Bias in the Classroom

Skills demonstrated (summary from focus groups activities): Knowledge of skills to solve problems involving: teacher and student bias, equitable treatment, awareness of student background and cultural tradition/values.

A Snapshot of Beatrice’s Class

Beatrice is introducing a special project called the Civil War Archives to her 5^th grade class. Below is a description of the classroom interaction. See if you can detect any instances of classroom bias of any kind.

Beatrice: Good morning, class. Today I’m going to introduce a special project that I am really excited about. It’s called the Civil War Archives. Let me pass out the handout and then I’ll explain what we are going to do.

Beatrice passes out copies of the handout. As she passes them out, she stops to talk to Will and asks him how he is and what he did for the weekend.

Beatrice: Who can tell me what the word ‘archives’ means?

Several students raise their hands.

Beatrice: Lucas, what does ‘archives’ mean?

Lucas: Isn’t that the place where weapons are stored?

Beatrice: No. Karl, what are archives?

Karl: Aren’t those the little fish you put on pizza?

The class breaks out into laughter. Beatrice glares at Karl. From the back of room Nikki remarks:

Nikki (disgustedly): Those are anchovies!

The class laughs again.

Beatrice: Karl.... let’s be serious, please. Okay, Will, what are archives?

Will: It’s a place in D.C. that people can visit to see the Declaration of Independence.

Beatrice: You’re on the right track, Will. But, what’s the Declaration of Independence?

Will: It’s a famous document that declared our Independence from England.

Beatrice: Good, so what do you think the Archives are?

Will: A collection of documents?

Beatrice: That’s right. (Walks over to Will and pats him on the arm.) Have you ever been to the National Archives?

Will: Yeah, I went there with my family last summer.

Beatrice: Good for you. It’s a great place to visit... Now, Class, let’s look at the handout.

Beatrice reads the introductory paragraph. As she reads, Laura and Colleen start whispering. Beatrice, pauses and shakes her head at them. They stop whispering and start following along. A few seconds later, Karl and Brady start whispering.

Beatrice: (loudly): Karl and Brady, please stop whispering and pay attention. I’m trying to explain this project to you. If you don’t stop, I’m going to have to give each of you a detention!

The boys whisper one last comment as Beatrice glares at them. Beatrice continues to explain directions. Will turns around to talk to a student behind him. Beatrice walks over and pats him on the arm and reminds him to pay attention.

Beatrice: Before I go any further, I’d like to show you some samples from past years so you will have some idea of what I’m looking for when I explain the rest of the project. As I show you the samples, I want you to tell me what’s good about each one.

Beatrice holds up Sample #1 entitled "Clash of the Ironclads" and asks ..

Beatrice: What’s good about this one?

Many students raise their hands.

Beatrice: Will?

Will: The way the person did the headline. It really stands out.

Beatrice: Great observation. What else... (the same hands go up as before) Karl?

Karl: The anchor and flag graphics.

Beatrice: Yes, that adds to the theme or topic, doesn’t it? Anything else? Amy?

Amy: The pictures are mounted on construction paper so there’s more color.

Beatrice: Yes; I encourage all of you to do that. Okay, here’s sample #2. What’s good about this one? (Beatrice holds up a sample titled "Stonewall Jackson." Again, several students raise hands).

Beatrice: Will? (She walks over to him...)

Will: Again, the headline really stands out. His first name looks like a Stonewall.

Beatrice: Boy, Will, your observational powers are outstanding today! By the way, this sample is from the first year we did the project and we didn’t have access to the computers. This one was done by one of my all-time favorite students, Patrick. What else? Colleen?

Colleen: The pictures are colored.

Beatrice: OK. What else?

Will: The way the pictures are colored really makes them look life-like; they look really real.

Beatrice: You are absolutely right. Patrick started this trend. Once everyone saw what he did, others started to copy his idea. I think you are right when you say it makes them look life-like and real. Great comment! Anything else?

No hands were raised, so Beatrice pulls out third sample: Fire Power of the Civil War. As she does, the class gasps.

Amy: (in back of class exclaims) Wow! That’s a good one.

Beatrice: Yes, it is Amy, but next time, please wait until you are called on. What makes this one so good? Lucas?

Lucas: The border is really eye-catching - different colors and an interesting shape.

Beatrice: I agree. Now, if you don’t think you can come up with a unique border, you are welcome to trace around some of my borders. What else is good on this one?...

1. List as many instances of bias as you can.


2. What strategies would you employ to avoid engaging in this type of bias? Give an example of your strategy.


3. What effect do you think these biases have on Beatrice’s students? That is, what could be some consequences resulting from the way she interacts with her students?

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Please feel free to email Dr. Anthony Ambrosio, if you have any concern about the grant. Thank you.

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Last revision: Oct. 2006