(I am taking a break from original posts due to the holidays and because of travel after that. Until I return, here are some old posts, updated and edited, for those who might have missed them the first time around. New posts should appear starting Monday, January 14, 2008.)
In a previous post, I mentioned that my Race IAT results indicated that I had no automatic preference for black or white people. This surprised me, frankly. Although I am intellectually committed to thinking of people as equal, I am still subjected to the same kinds of images and stereotypes as everyone else in society so I expected to have at least a small automatic preference for white people. But the section on Malcolm Gladwell’s book Blink on ‘priming’ experiments might give an explanation for the null result.
The priming experiments were done by psychologist John Bargh. What he did was give two randomly selected groups of undergraduate students a small test involving words. The results of the word test itself were not relevant. What was relevant was that the first set of students encountered words like “aggressively”, “bold, “rude”, “bother”, etc. in their test while the second set encountered words like “respect”, “considerate”, “patiently”, “polite”, etc.
After they had done the word test, the students were asked to go down the hall to the person running the experiment to get their next assignment. This was the real experiment because it had been arranged to have a confederate blocking the doorway, carrying on an inane and seemingly endless conversation with the experimenter. The experiment was designed to see if the set of students who had been unknowingly ‘primed’ with aggressive words would take longer to interrupt this conversation than those who had been primed with polite words. Bargh expected to see a difference, but expected that difference to be measured in milliseconds. He said “I mean, these are New Yorkers. They aren’t going to just stand there. We thought maybe a few seconds, or a minute at most.”
What he found was that the people primed to be rude eventually interrupted after an average of five minutes, but 82% of the people primed to be polite did not interrupt at all, even after ten minutes which was the cut-off time that had been pre-set for the experiment, thinking that no one would ever wait that long.
What these and other priming experiments suggest is that the kinds of experiences we have carry their effects subconsciously over to the next events, at least for some time.
This may explain my negative result because for some time now I have been studying the achievement gap between black and white students in the US. The more I looked at it, the more I became convinced that the concept of race is biologically indefensible, that it cannot be the cause of the gap, and that the reasons for the gap have to be looked for elsewhere.
Since my book on the subject called The Achievement Gap in US Education: Canaries in the Mine came out in June 2005, I had been thinking a lot about these ideas at the same time as I took the test, and so I was probably ‘primed’ to think that there is no fundamental difference between the races, and hence my null result on the Race IAT test.
This ties in with other research that I quote in my book that deals with the role that teacher expectations of students play in student achievement. Teacher expectations are an important factor but a lot of the efforts to improve teacher expectations of low-achieving students have been along the lines “All children can learn!” sloganeering. But having teachers just saying this or plastering it on school walls may not help much, if they are not convinced of its truth. If people are conscious that they are being primed, then the priming effect disappears.
What is needed is for teachers to improve their overall expectations of students is for them to have opportunities to actually see for themselves traditionally underachieving students excelling. If they can have such experiences, then the inevitable snap judgments they make about students, and which can have an effect on student performance, may be more equitable than they are now.
I have long been in favor of diversity in our educational environments but my reasons were more social, because I felt that we all benefit from learning with, and from, those whose backgrounds and experiences differ from our own. But it seems that there is an added bonus as well. When we have a broader base of experience on which to base our judgments, our snap judgments tend to be better.