The next two items of Section E are focused on how to address and respond to the profound impact that representations have on learning.

E5: Images & Representation
E5 Approaches
E6: Human Bias
E6 Approaches
Resources

E5: Images & Representation

ALIGNED: Images and representations reflect broad diversity; exceptions are explained and discussed.
EXEMPLARY: Students analyze how images and representations impact inequalities.

E5 addresses how different people are represented in our online courses and materials. The media found in textbooks, presentations, course materials, and other resources might represent different groups of people (e.g., according to gender, race, age or some other factor) unevenly, or not at all. Additionally, images, video, and even written quotes can promote stereotypes.

smiling middle-aged man of color with computer

The images we share are powerful. When students see their image reflected in your class, their self-esteem and confidence grows; it sends the message that they belong and are welcomed in your class. Including an image of a Black male student studying, for example, serves as a counterweight to images in the media (and social media) suggesting that Black men don't belong in college. An image of an older student in a classroom counters the majority of images depicting college students in their teens and 20s.

If you are wondering how image and representation bias can affect online learners, Collins and Hebert (2008) found that "our self-esteem, social judgment of others, and even our ability to recall information can be affected by images." Enough exposure to biased images and media may lead students to negatively evaluate themselves, their academic abilities, and even their career choices and life goals. In E6, we will look at these images can affect educators as well.

To address E5, instructors can begin by reviewing the images and media in an online course, including both materials you have created and materials other people have created (videos, open educational resources, etc.). When you find images or media that do not convey an accurate or equitable representation of people, look for substitutions or additions to balance out representation. Aligning your course in this area means more than adding pictures of diverse populations; it also means that when representation in your textbook/materials is missing, those omissions are acknowledged and discussed.

To see what this might look like, let's hear how Merritt College music professor Monica Ambalal took this journey in one of her classes. Notice how she integrated diverse imagery and examples into her course to combat stereotypes in her field, and also note her frank discussion of representation issues in her field.

Exemplary courses go a step further and invite students into a discussion about how images impact inequalities. Exemplary courses (and instructors!) will use examples of bias in course materials and society as opportunities for students to analyze, reflect, and discuss.

E5 Approaches

Course Spotlight

In addition to the example on the previous tab, we have a creative approach to share from SWC English professor Sharai Forbes:

Reflect Your Students' Diversity

Show your students that they belong and are welcomed in your class by intentionally incorporating reflections of their diverse backgrounds throughout your course material. For instance, you can require readings from authors of diverse backgrounds, study people in the field who represent diverse backgrounds, design assignments that ask students to connect what they're learning to their diverse backgrounds, etc.

Bitmojis

One really fun way to include reflections of your students' diversity is to encourage your students to create and use their own personal Bitmoji; you'll see mine on this page. These personalized avatars are particularly fun to use in discussions!

Not only do Bitmojis represent the real diversity of your specific students as they see themselves (because they create their own image), but they also can help convey tone and mood, which supports E8 through "fostering care and connection."

In your discussion assignment instructions, link students to the Canvas Guides tutorial for embedding pictures in discussion posts. And here's a how-to video to help you create your own Bitmoji! You might want to expand to full screen (box icon in bottom right corner) to better see each step.

💡 Ideas for Alignment

Inventory the images and media in your textbook and course, and substitute/add to offer representation of a wide range of people.
Choose images that actively counter stereotypes and reflect your student population.
Find and bookmark equitable image collections, such as:
- @ONE Free and Diverse Image Collections list
- Obesity Action Coalition Image Gallery (free and licensed for educational use with registration)
- Peralta list of recommended image websites (free and fee-based): Image Galleries to Promote Accurate & Equitable Representation

E6: Human Bias

ALIGNED: Human biases are identified in course content and activities.
EXEMPLARY: Students analyze and discuss human biases as part of course activities.

E6 addresses the different types of bias we all have and asks us to think about the ways in which bias shows up in our course content and how we interact with students. An aligned course will point out these biases throughout the course. In an exemplary course, not only will biases be acknowledged, but students will be encouraged to see and learn about these biases--perhaps in the classroom, curriculum, in the field, or even in themselves.

The Yale Poorvu Center for Teaching and Learning defines implicit bias as "unconscious attitudes, reactions, stereotypes, and categories that affect behavior and understanding." Though we may not be aware, we often hold assumptions about our students that relate to their racial, ethnic and socioeconomic identities and backgrounds that will shape how we view their ability to succeed academically. Not surprisingly, research has found that "these assumptions can impede student growth." If you'd like to learn more, see the Yale Poorvu Center's Awareness of Implicit Bias.

What biases are especially prevalent in online classes? A recent Stanford study found that online teachers show bias in discussions by replying most often to students who have names typically associated with white men (Baker, Dee, Evans & John, 2018). These results mirror those from a study of faculty response rates to graduate student requests for mentoring, again based on student names (Milkman, Akinola & Chugh, 2014).

Aligned courses provide opportunities to acknowledge and address human biases, which helps to create a safe learning environment. Exemplary courses integrate the study of bias into course activities, giving students tools to handle bias when it appears.

E6 Approaches

Course Spotlight

This 9.5-minute podcast interview with ESOL professor Christina Yanuaria explores ways to integrate the study of bias into course activities. You'll find a transcript below the audio player.

Christina Yanuaria Implicit Bias Activity Transcript

💡 Ideas for Alignment

Acknowledge bias and the role it can play in education early in the course, such as in the syllabus, in a netiquette policy, and/or in discussions. Coach students to be aware of bias in their communication with classmates.
Invite students to take an unconscious bias test like an Implicit Association Test, and provide space to reflect on the results and how bias can be mitigated during the course.
Track who you respond to in discussions to ensure regular responses for all; encourage students to intentionally respond to a variety of students, too.
To ensure bias does not lead to uneven approaches to student work, use "Message Students Who" in Canvas Gradebook to send notes about late or missing work to all students in this situation.
Try anonymous grading in SpeedGrader and analyze the results. Consider explaining what you are doing to students.

Resources

Here are resources to deepen your exploration of E5-E6:

SWC's Equity Essentials module: Being Race Conscious

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