Interseccionalidad de la discapacidad y otras identidades y sesgos implícitos
Aprenda sobre la interseccionalidad y sus manifestaciones en la educación, luego explore estrategias y recursos para crear entornos de aprendizaje liberados.
Interseccionalidad de la discapacidad y otras identidades y sesgos implícitos
Interseccionalidad de la discapacidad y otras identidades y sesgos implícitos
Interseccionalidad de la discapacidad y otras identidades y sesgos implícitos
We cannot speak about inclusion settings without addressing the intersectionality of disability and race, as well as other social identities such as gender, ethnicity, and sexual orientation. This resource defines intersectionality and describes its manifestations in education. It also offers strategies for addressing implicit biases in Integrated Co-Teaching (ICT) classrooms and provides a list of anti-racist and intersectionality resources for educators.
Fill out our Rubik’s Cube with your own social identities. How is/are your identity/ies similar to and/or different from the identities of your students? How might this impact your students?
La interseccionalidad es el estudio de cómo las identidades sociales que se superponen o se cruzan, como la raza, el género y la clase, se relacionan con los sistemas y estructuras de discriminación y desigualdad.
In the words of Professor Kimberlé Crenshaw, who coined the term, intersectionality is
“a lens, a prism, for seeing the way in which various forms of inequality often operate together and exacerbate each other. We tend to talk about race inequality as separate from inequality based on gender, class, sexuality, or immigration status. What’s often missing is how some people are subject to all of these, and the experience is not just the sum of its parts.”
¿Con qué frecuencia piensa en la interseccionalidad?
¿Cuándo piensas en la interseccionalidad?
Why do/don’t you think about intersectionality?
Let’s Use a Rubik’s Cube as a Metaphor for Intersectionality
Imagine each color represents a different type of social identity (e.g., red for ethnicity) or identity trait.
Here, the unsolved Rubik’s Cube illustrates how much variety there can be in identity groupings. This is a reflection of our student population.
People’s life experiences can vary depending on their grouping of identity traits. Because of these groupings some people experience more privilege than others, while others experience more oppression. As educators, rather than trying to solve the puzzle, we can acknowledge the variety within these colorful planes, and by acknowledging our student’s whole selves we can move toward equity.
Now imagine each side of the Rubik’s Cube is one student, with nine intersecting identities. Then imagine that four students represent the four sides of the cube, and that all of the colors on the cube represent the life experiences these four students bring into your classroom.
¿Qué similitudes podrían compartir?
¿Cuáles podrían ser algunas de las principales diferencias entre ellos?
¿Cómo podrían estas similitudes y diferencias afectar potencialmente la forma en que aprenden?
Self-Reflection Questions:
How can stereotypes based on students’ social identities play out in the classroom? What can we do to prevent students from feeling harmed?
¿Cómo nos comprometemos a comprender e intervenir para brindar igualdad de oportunidades educativas a los estudiantes independientemente de sus identidades?
Fill in your own social identities on our Rubik’s Cube. How is/are your identity/ies similar to or different from the identities of your students? Can you find common ground to better connect with your students?
In the case of intersectionality in education, Crenshaw encourages educators to think about how the intersectionality of identities affects the relationships between students and educators, peers, and administrators. It is only by committing to understanding intersecting identities, how they might affect students, and the history behind these identities, that we can work toward creating liberated learning environments in which all students can thrive.
Sesgo implícito
El racismo estructural y la discriminación en la educación están bien documentados. Existe menos investigación sobre la interseccionalidad de la discapacidad y otras identidades sociales como la raza y el género. Sin embargo, este tema es crucial para nuestra comprensión de la dinámica dentro de las aulas de las TIC.
One of the reasons that the intersectionality of disability and other social identities is less researched may be that within the educational systems, decision-makers who usually have a lot of discretion often believe that they are acting objectively based on facts. However, research shows that sesgos implícitos—that is, attitudes or stereotypes that affect our understanding and actions in an unconscious manner—exist in all aspects of education and disability diagnosis (identification, placement, and discipline).
(Note: The presenter speaks quickly, particularly during a montage within the video. You can press the settings icon on the bottom right-hand corner of the screen to choose a slower playback speed.)
Studies have shown that Black and other minority students are
more likely to be misdiagnosed;
more likely to be educated in restrictive environments as opposed to the least restrictive environment called for by the Individuals With Disabilities Act (IDEA);
likely to be over-diagnosed in high-incident categories of disability (which are more subjective) and under-diagnosed in low-incident categories (which are more objective).
El número desproporcionadamente alto de estudiantes negros con diagnósticos subjetivos de discapacidad versus diagnósticos objetivos es un indicador claro de cómo el sesgo implícito puede influir en el diagnóstico de discapacidad de un estudiante.
Gender Bias and Disability Diagnosis
En otro ejemplo de sesgo implícito en los diagnósticos, la investigación muestra que las mujeres a menudo han sido excluidas de la investigación médica y con frecuencia reciben un diagnóstico erróneo. Un ejemplo común de esto es el infradiagnóstico del autismo en las mujeres, relacionado con la falta de investigación.
“The percentage served under IDEA who received services for autism was higher for male students (13 percent) than for female students (5 percent).”
Author Maya Dusenbery spoke at the Society to Improve Diagnosis in Medicine Conference about the impact of implicit bias on women’s health stemming from two major gaps: a “knowledge gap” and a “trust gap.” In the article “Women More Often Misdiagnosed Because of Gaps in Trust and Knowledge,” Liz Seegert shares Dusenbery’s ideas from the conference. Dusenbery explained, “There’s a general lack of knowledge about women’s symptoms, bodies, and conditions that disproportionately affect them. That’s the legacy of decades of women being underrepresented or excluded from the research.”
Dusenbery went on to note that “there’s a lack of trust in women’s self-reports about what they’re experiencing, and a tendency to dismiss or psychologize complaints. That is part of the broader cultural stereotypes about women, and in particular, the conflicto de histeria, whose explanations ranged from a ‘wandering womb’ to demonic possession to witchcraft. Once Freud entered the picture at the end of the 19th century, hysteria became a catch-all psychological explanation for these unexplained complaints, which manifested as physical symptoms.”
Implicit Bias and Consequences in the Classroom
También hay consecuencias una vez que los estudiantes han sido diagnosticados. Por ejemplo, hay una alta tasa de estudiantes con discapacidades diagnosticadas que son suspendidos y expulsados.
“Nearly 75 percent of special education students were suspended or expelled at least once.”
Keeping in mind that during the 2018–19 school year, more than seven million students in the United States of America received special education services, we can begin to sense the grand scale of implicit bias and lack of awareness of how intersectionality can impact students with disabilities in ICT classrooms. Often the implicit biases held by classroom educators and administrators can compound upon one another, which can have consequences beyond students’ K-12 education.
Going back to the analogy of the Rubik’s Cube, consider that this resource has only cited very briefly how implicit biases often play out in diagnosis and treatment with two of so many possible identities.
Estrategias para abordar los sesgos implícitos en las aulas de las TIC
Nadie es inmune a los prejuicios implícitos, y cuanto más reconozcamos y nos demos cuenta de nuestros propios prejuicios, mayores serán nuestras posibilidades de superarlos y ofrecer a nuestros estudiantes entornos de aprendizaje liberados.
¿Qué podemos hacer como asistentes técnicos?
Como artistas docentes, hay varias estrategias que podemos utilizar para abordar nuestros prejuicios implícitos. These strategies focus on self-reflection and lifelong learning.
Reconozca nuestros prejuicios individuales y anímese a ser justos.
Interactuar con personas de diferentes culturas y aumentar nuestra comprensión cultural.
Identificar similitudes y diferencias entre nosotros, nuestros estudiantes y los adultos en la sala para que podamos encontrar puntos en común y comunicarnos mejor.
Planifique nuestras lecciones para que sean accesibles y equitativas para una amplia variedad de estudiantes y evite segregar o estigmatizar a los estudiantes.
Escuche activamente, en lugar de hacer suposiciones, cuando interactúe con los estudiantes.
Individualice a los estudiantes y enfóquese en las fortalezas individuales de los estudiantes y su potencial de crecimiento.
Autorreflexión:
Explore sus propios sesgos implícitos potenciales. Proyecto implícito* en la Universidad de Harvard ofrece evaluaciones gratuitas para ayudar a las personas a identificar sus sesgos implícitos. Estas evaluaciones prueban asociaciones implícitas sobre raza, género, orientación sexual y otros temas. Se ofrecen en varios idiomas.
* Aunque se han planteado preguntas sobre la precisión y el beneficio de estas evaluaciones, aquí mencionamos el Proyecto implícito porque fue fundamental para desarrollar la noción de sesgo implícito.
Recursos externos
Recursos a los que se hace referencia directamente
Explore una breve historia de la lucha continua por los derechos de las personas con discapacidad y por una educación gratuita de calidad en los Estados Unidos ...
Obtenga más información sobre el trauma, cómo reconocerlo en el aula y cómo incorporar técnicas de enseñanza centradas en la curación e informadas sobre el trauma ...