What’s In A Name?
Implicit Bias of ELL First Names
By Aekatherine A. Anadiotis
Anadiotis differentiates between explicit bias, which a person is aware of and acts on, and implicit bias, which a person is unaware of, but which can color their perception and judgment of others. Of course, as teachers of ELLs, we try to be welcoming and fair.
Implicit bias may become evident when a teacher struggles with a child’s first name and changes it slightly or asks for a nickname. This can make the student feel like an outsider.
The reason for this is that “a first name is a part of who we are, a unique identifier that connects us with our family, our community, and the world. ELLs quickly realize that first names hold social currency or social power. That social currency can link to acceptance by peers, how often a student is called on by teachers, and assumptions of certain behaviors. When we ask a child to alter their name, we diminish the feeling of identity that name holds for them.”
An even greater issue of implicit bias is when expectations of students’ achievements are lower because of their names. If teachers view these students as under-performing, the students may have fewer opportunities to grow.
The author offers three steps to counter our own implicit biases.
- Acknowledge that we are human and that we judge others.
- Listen for biases in ourselves when we converse one-to-one.
- Develop an asset-based mindset.
Anadiotis writes, “By addressing our own implicit biases, we can create a space where every student feels affirmed in their identity. Let’s begin with the first thing we know about our students: their first names.”
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