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The  invisible  interpreter?  

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Welcome!     Guest  Presenter:  

Kalen  Beck,  CI  and  CT  

OPEN TO INTERPRETATION

Knowing What You Don’t Know About Implicit Bias

With Kalen Beck, CI and CT

IMPLICIT BIAS

§ Understand the definition of “unconscious / implicit bias” and its impact on our everyday interactions in health care.

§  Demonstrate techniques for identifying implicit biases and strategies for addressing these biases.

§  Discuss ways to introduce implicit bias into interpreter education programs

Knowing What You Don’t Know

Educational Objectives

WHY STUDY IMPLICIT BIAS

~ MALCOLM GLADWELL IN BLINK: THE POWER OF THINKING WITHOUT THINKING (2005).

“All of us have implicit biases to some degree. This does not

necessarily mean we will act in an inappropriate or discriminatory

manner, only that our first “blink” sends us certain information.

Acknowledging and understanding this implicit response and its value

and role is critical to informed decision-making and is particularly critical to those whose decisions

must embody fairness and justice.

What we don’t know that we don’t know

What we know we don’t know

What we

know

BIAS: noun

1. prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.

IMPLICIT BIAS

Implicit bias is the bias in judgment and/or behavior that

results from subtle cognitive processes (e.g., implicit attitudes

and implicit stereotypes) that often operate at a level below

conscious awareness and without intentional control.

(Dovidio, Gaertner, Kawakami, & Hudson, 2002, p. 94; also Banaji & Heiphetz, 2010).

IMPLICIT AND UNCONSCIOUS

BIAS

A FEW KEY CHARACTERISTICS OF IMPLICIT BIASES

§ Implicit biases are pervasive.  § Implicit and explicit biases are related but distinct mental constructs. 

§ 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.

§ Implicit biases are malleable. 

The Ohio State University’s Kirwan Institute for the Study of Race and Ethnicity

BIASES: KNOWN & UNKNOWN

§ Race § Nationality § Ethnicity § Language § Class or Social Status § Sexual Orientation § Gender Identity § Age § Ability/Disability § Religion

§ Body Weight § Political Affiliation § Education § Literacy (Health Literacy)

Level § Car/House Ownership §  Introvert/Extrovert § Hierarchy Within the

Organization/Company § Parent / Non-Parent § Accent/Dialect

TELL ME ABOUT THIS PERSON

TELL ME ABOUT THIS PERSON

TELL ME ABOUT THIS PERSON

TELL ME ABOUT THIS PERSON

TELL ME ABOUT THIS PERSON

TELL ME ABOUT THIS PERSON

WHY WAS SHE A SURPRISE?

INTERSECTIONALITY

Citizenship or Immigration Status

Race

Religion Geographic Location

Language Occupation

Ethnicity Education

Sexuality Gender

Ability

Age

Income

Work / Career Experience

IMPACT OF OUR IMPLICIT BIASES

IMPLICIT BIASES CAN AFFECT: •  Patient’s care

•  Treatment decisions, compliance and health

outcomes

•  Trust with the patient

•  Patient’s experience

•  Communication with the patient

•  Relationship and communication with providers

•  Role of the interpreter and the profession

IMPACT ON PATIENTS

IMPACT ON PROVIDERS AND STAFF

IMPACT ON THE PROFESSION

IDENTIFYING OUR IMPLICIT BIASES

https://implicit.harvard.edu/implicit/takeatest.html

ADDRESSING OUR IMPLICIT BIASES

•  We must be willing to accept that we do, in fact, have biases, and to make ourselves aware of them.

•  We must be determined not only to unearth our own stereotypes, but also to challenge them.

•  We need to learn how to exchange those automatic biases for different, more inclusive, notions.

Research shows that when we challenge a stereotype in our mind before we interact with

someone who is a member of that particular social group, we can overcome our biases.

Providing counter stereotypic information before

engaging with someone who has been targeted by that stereotype can reduce bias.

3 WAYS TO CHALLENGE OUR OWN BIAS

All That We Share Video:

https://youtu.be/jD8tjhVO1Tc

IMPLICIT BIAS AS A PART OF INTERPRETER EDUCATION

IMPLICIT BIAS IN THE CLASSROOM

Unconscious beliefs and attitudes have been found to be associated

with language and certain behaviors such as eye contact, blinking rates

and smiles.

Studies have found, for example, that school teachers clearly telegraph prejudices, so much so that some researchers believe children of

color and white children in the same classroom effectively receive

different educations.

IMPACT ON TRAINING INTERPRETERS

Training styles • Authority / lecture • Demonstrator / coach • Facilitator / activity • Delegator / group • Hybrid / blended

IMPACT ON LEARNING STYLES

Visual

•  Visual Learners prefer the

use of images,

maps and graphic

organizers to access

and understand

new information

Auditory

•  Auditory Learners •  best

understand new content

through listening and speaking in

situations such as lectures and group

discussions.

Read-Write

•  Read-Write Learners have

a strong reading/writing

preference and learn best

through words.

Kinesthetic

•  Kinesthetic Learners •  best

understand information

through tactile representation

s of information.

FACTORS AFFECTING LEARNING

•  Learner feels he or she is at least as competent in the subject matter as the instructor.

•  Learner resents authority figures such as the instructor.

•  Learner is fearful of being seen as inferior or of being embarrassed.

•  Learner has personal barriers or biases to learning about the topic.

•  Learner has culturally based inhibitions to discussing or learning about the topic.

INTRODUCING IMPLICIT BIAS AS A

TOPIC IN THE CLASSROOM

§ Acknowledge that ALL OF US have implicit biases.

§ Many people equate bias as a negative – we also have favorable biases.

§ When students recognize their own biases, they will be able to work to eliminate them in their daily practice.

§ Recognize that some students may not be (emotionally) ready to talk biases based on their past experiences.

DISCUSSION: IMPLICIT BIAS 1.  How can you minimize the impact of implicit bias

on your patients? 2.  What could you do differently as an interpreter?

As an interpreter manager/coordinator? 3.  How would you prepare for your assignment

differently? 3.  What systems/structures could be implemented

to make a difference? 4.  What strategies would you incorporate to learn

about the areas where you have a bias? 5.  What else could make a difference?

QUESTIONS?

§  National Education Association article: When Implicit Bias Shapes Teacher Expectations: http://neatoday.org/2015/09/09/when-implicit-bias-shapes-teacher-expectations/

§  The Society of the Teaching of Psychology research article: Confronting Bias Through Teaching: Insights From Social Psychology: http://journals.sagepub.com/doi/pdf/10.1177/0098628317692648

§  State of the Science: Implicit Bias Review 2013 http://kirwaninstitute.osu.edu/docs/SOTS-Implicit_Bias.pdf

§  Implicit Bias and Its Relation to Health Disparities: A Teaching Program and Survey of Medical Students by Cristina M. Gonzalez , Mimi Y. Kim & Paul R. Marantz, Pages 64-71 | Published online: 09 Jan 2014.

§  Implicit Bias May Account for Glaring Disparity in Health Care Screening by Cristina Quinn. PRI’s The World. https://www.pri.org/stories/2017-02-09/implicit-bias-may-account-glaring-disparity-health-care-screening

RESOURCES

RESOURCES

§  Unconscious (Implicit) Bias and Health Disparities: Where Do We Go from Here?  Blair, I. V., Steiner, J. F., & Havranek, E. P. (2011). The Permanente Journal, 15(2), 71–78.

§  Implicit Bias in Health Care by The Joint Commission, April 2016: https://www.jointcommission.org/assets/1/23/Quick_Safety_Issue_23_Apr_2016.pdf

§  Institute of Medicine. Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care. Brian D. Smedley, Adrienne Y. Stith, and Alan R. Nelson, Editors. 2002 Online: https://www.nap.edu/catalog/12875/unequal-treatment-confronting-racial-and-ethnic-disparities-in-health-care

§  Does the Owl Fly Out of the Tree or Does the Owl Exit the Tree Flying? How L2 Learners Overcome Their L1 Lexicalization Biases by Lulu Song, Rachel Pulverman, Christina Pepe, Roberta Michnick Golinkoff & Kathy Hirsh-Pasek, Language Learning and Development, Volume 12, 2016 - Issue 1. Pages 42-59.

§  Project Implicit Bias Test: https://implicit.harvard.edu/implicit/takeatest.html

THANK YOU!

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