The persistence of bias in education: A call for research to move policy and practice from aspiration to results

Abstract

While it seems the world has made significant social and political progress in the last 50 years by, for example, in many countries decriminalising homosexuality, ensuring greater freedom regarding gender identity, acknowledging women’s rights, or removing racist policies, in the last few years, the world seemed to have turned back into a direction that jeopardises the progress made. Educational institutions are often thought of as progressive spaces; however, the institutions themselves operate in a societal and political context that reflect beliefs – wrong or right – that societies hold. Education researchers and policymakers have attempted to conceptualise a response to address bias, but challenges remain. How policies that highlight the importance of inclusive learning environments, and a recognition and celebration of diversity translate into practice and whether the kind of change envisioned is actually taking place in classrooms and lecture theatres is not well documented. While studies have focussed on establishing the links between bias, teacher behaviour and student learning, few studies have documented effective and sustained efforts to dismantle bias in education. We take the stance in this paper that policies aimed at reducing bias can set parameters aimed at shifting practices, however, what is also needed are interventions at every level of the system to change biased beliefs of those implementing policies, leading in schools and teaching students in classrooms. However, typical professional development only highlights bias theoretically and is inadequate to change teachers’ beliefs. Without disrupting beliefs that perpetuate bias, policies remain aspirational, and intervention outcomes remain elusive. We know from decades of research that bias persists in educational systems, institutions and practices; what we need is research situated at the intersection of policy and practice so that we move from identifying inequities to documenting ways to address them.