Sustaining an Ethic of Care: Avoiding Bias

1. Sustaining an Ethic of Care: Avoiding Bias Tiffany L. Fritz Jennifer Kay Leach Oregon State University NACADA Region 8 Conference, Seattle WA, 2016

2. Presentation Agenda • Defining Bias • Why does this topic matter? • Self-Assessment • Identify Bias • Working through Biases • Questions

3. Defining Bias • Definition: Aparticular tendency, trend, inclination, feeling, or opinion, especially one that is preconceived or unreasoned (noun). To cause to hold or exhibit a particular bias; to influence, especially unfairly (verb) – Dictionary.com • Synonyms: Predisposition, preconception, predilection, partiality, proclivity; bent, leaning, prejudice. – Dictionary.com • A bias is a strong inclination of the mind or a preconceived opinion about something or someone. A bias may be favorable or unfavorable.

4. Why does this topic matter? • “Students come to us for help, and they come as humans. Rather than giving into the temptation to provide less than quality advising to our challenging students, try to understand the source of their behaviors and attitudes.” – Ohrablo, S. (2014, Nov. 22.) Eliminating Bias from the Advising Process. Retrieved from http://sueohrablo.blogspot.com/2014/11/eliiminating-bias-from-advising-process.html. • Academic Advising Programs: “Academic advising programs must create and maintain educational and work environments that are welcoming, accessible, inclusive, equitable, and free from harassment.” - Council for the Advancement of Standards in Higher Education (2014). CAS professional standards for higher education(9th ed.). Washington, DC: Dean, A.D.

5. Iceberg Activity

6. Iceberg activity • Our icebergs can provide us with insight into the origin of our biases. • Students have their own iceberg – when we first meet with a student we only see what is above the water line. As we develop a relationship with the student and engage in a deeper level of conversation we begin to see the whole picture. • Setting aside our initial biases about a student allows us to gather more information about the student and gives us more context when working with them. • The first step in this process is to identify what your biases are…

8. Identifying Bias

9. Working through Bias • What were some of the strategies you identified on your worksheet?

10. Working through bias • Before: • If this is a student you have met with before review any notes you have • Generate questions you might want to ask the student (ex: ) • Engage in professional development that helps explore specific student populations • Consult colleagues that might have more experience with a given population

11. Working Through Bias • During: • Ask questions – try to understand where the student is coming from • Internal “check-ins” – are you listening to understand or are you listening to respond? • Resource referrals • Appropriately disclose an individual bias (ex: “This might be a misunderstanding, but what I’m hearing you say is…”.)

12. Working through bias • After: • Reflect on your appointment/information gathered • What worked well? How can I incorporate this into other appointments? • Debrief with a colleague • Follow up with the student if needed • Continue to engage in professional development opportunities

13. Resources • NACADA • Conference sessions • Webinars • Publications • Online resources • Inside Higher Ed • Chronicle of Higher Education • Campus departments/offices • Student organizations • Colleagues

14. Questions?