NASA Technical Assistance Tool Overview

NASA’s Commitment

Welcome to NASA’s technical assistance tool “Unconscious Bias in STEM: Understanding and Addressing the Challenges.” NASA, as a federal agency awarding grants and other forms of federal financial assistance, has an obligation to ensure that its grant recipient institutions are not using federal dollars to discriminate, and that they are affording equal opportunities to participate in their programs. As part of our efforts, we provide civil rights technical assistance to our many grantees, including the hundreds of science, engineering, technology and mathematics (or STEM) programs and museums receiving NASA grants.

This tool addresses the presence of unconscious bias in STEM, based on our observations and experiences in conducting civil rights compliance reviews of NASA-funded STEM programs. 

Program Objectives

This tool offers perspectives on: 

What unconscious bias is and what it looks like

How its presence may negatively impact a STEM environment and potentially undermine legal compliance efforts

What members of the STEM community can do to avoid its potential effects and strengthen legal compliance

A NASA Technical Assistance Tool

This technical assistance tool is designed to help our grantees better understand unconscious biases that can have unintended but still very real impacts on participation in STEM programs. Such bias can even limit participation based on an individual’s race, gender, disability or other legally protected basis, potentially constituting a denial of equal opportunity. 

An important part of our civil rights technical assistance efforts for STEM programs is helping our grantees to avoid the harmful effects of unconscious bias. 

Introduction to Unconscious Bias

What is unconscious bias?

Unconscious bias, also known as implicit bias, refers to the attitudes and stereotypes that affect our understanding, actions, and decisions in an unconscious and unintentional manner. An extensive body of research over the past few decades has shown that unconscious bias is present in and can affect nearly every aspect of our lives – including our workplaces and educational environments.

Unconscious bias can impact feelings, thoughts, and, most importantly, actions. It develops from common stereotypes and cultural biases that may result in damaging consequences. For example, a promising student could decide to switch majors out of a STEM program because of discouraging comments made about his or her abilities.  Or a stellar faculty candidate could be rejected for reasons other than his or her capabilities. 

How does unconscious bias work?

Take a look at the images of two curriculum vitae, or resumes, of interview candidates vying for a faculty position. Which one would you choose: Candidate A or Candidate B?

Studies Show…

In studies conducted by Yale University, more people would select the CV of Candidate A even though the qualifications are exactly the same as Candidate B. Why?  Because of the person’s name. White-sounding names receive 50% more callbacks than African-American-sounding names.

Most people are unaware that their unconscious thoughts have led them to these outcomes. Most people would not consciously think, “I’m not hiring this candidate because her name sounds too African-American.” However, such an implicit bias could result in a discriminatory action.

Who has unconscious bias?

Whether we consider ourselves to be in a majority or minority category, it is important to know that we all have unconscious biases. It is part of human nature, part of our psyche. In fact, our unconscious biases may be at odds with what we consciously believe and know to be correct. By becoming more cognizant of our unconscious biases, we can make better decisions.

In addition, by being aware of and reflecting upon our own unconscious biases, we can become more well-rounded and open to new ways of thinking. This can lead to a more diverse scientific research workforce, more inclusive STEM program environments, and, ultimately, greater scientific achievement. 

It can also help us avoid potentially discriminatory situations.

Identifying Unconscious Bias

The Implicit Awareness Test (or IAT) conducted by Harvard University is one of the best ways to measure implicit bias. The test requires you to quickly associate and sort descriptors (such as “fat people” or “thin people”), either in text or image form, with evaluation words (such as “good” or “bad”). The test begins with pairings that are found to be natural for many people to categorize and then the associations change with each set and your unconscious bias result is based on the speed at which you complete each association.

Another method you can use to identify personal bias is to analyze your classroom culture. By studying how students participate and perform in class and by conducting surveys to see how your messages are received, you may be able to determine ways to manage a more balanced class. In a bit, we’ll look closely at promising practices in mitigating bias. 

Unconscious Bias Compliance

Civil Rights Compliance Requirements

So, how might unconscious bias result in discrimination or a failure to provide an equal opportunity under the law?  If the unconscious bias has to do with such factors as race, gender, disability, or age, AND it results in a limitation or denial of participation in a federally-funded program, such as a STEM education program, it can violate federal nondiscrimination law. Noncompliance with the law can even result in fund termination. NASA and other federal funding agencies work with their grantee institutions to keep this from happening through civil rights compliance reviews and technical assistance, such as this tool.

Understanding how unconscious bias can negatively affect a STEM program environment, whether or not it reaches the level of legal noncompliance, is critical for all members of academic communities, including students, researchers, faculty, and administrators.

Unconscious Bias and Equal Opportunity

To show what unconscious bias might look like in a STEM program environment, the next several pages provide examples that may occur in an academic setting. These examples are intended to help you examine implicit bias more closely, and explore the potential implications for the program and legal compliance. 

Gender

Gender Bias in STEM

Launch Video: Gender

In this situation, Jon believed that Dwayne had an unconscious bias that led him to favor a male applicant over a female applicant, but he chose not to say anything directly to Dwayne about it. By not saying anything, he is allowing Dwayne to let a gender stereotype influence his decision making. In fact, both women in this scenario may have been denied an equal opportunity to participate based on gender, which would be a violation of Title IX. 

This is not an uncommon situation in STEM. In fact, recent research indicates that one reason why women choose not to pursue academic careers in STEM is because of the lack of family-friendly policies. Familiarize yourself with the policies of your university as well as all legal protections afforded. If you’re not sure about these protections consult with your institution’s Title IX coordinator. 

Unconscious Bias in a Compliance Context

Review the statements and decide whether they are True or False: 

Statement 1: True or false? Title IX of the Education Amendments Act of 1972 requires federally funded STEM programs to have an equal number of men and women, to help address past stereotypes.  

The correct answer is False. Title IX, like all civil rights laws, prohibits numerical quotas. What Title IX does require is that federally funded education programs afford equal opportunities regardless of gender in all aspects of educational programs, such as admissions, advising, financial assistance, and sexual harassment prevention.

Statement 2: True or false? Title IX’s nondiscrimination prohibition does not extend to men in STEM programs because men have traditionally gravitated to these fields.

The correct answer is False. Title IX, like all civil rights laws, is based on a neutral principle, that is, both men and women are protected under its prohibition against gender discrimination. The law is concerned with ensuring that both men and women have equal access to educational programs. Over- or underrepresentation of one gender in any education program does not in and of itself indicate discrimination. However, statistical analyses are helpful in assessing potential barriers to gender diversity.

National Origin and Race

National Origin and Race Bias in STEM

Launch Video: National Origin and Race

Even positive stereotypes can negatively affect the performance of anyone who feels like he or she has been marginalized and is not considered part of the mainstream. The stereotype of Asian American students being exceptionally bright and driven, especially in STEM, can add an extra dimension of pressure while creating a divisive classroom climate. Remember that a goal of STEM education is to broaden the participation of minorities in STEM. Recognize that unconscious bias, especially cultural stereotypes, may contribute to an environment that is less than inclusive. Also, review the federal protections against discrimination on the basis of race, color, or national origin in Title VI and other laws.

Unconscious Bias in a Compliance Context

Review the statement and decide whether it is True or False: 

Statement: True or false? Title VI’s prohibition against race, color, or national origin discrimination does not extend to foreign-born students in the U.S. because it is designed to address the low interest of African-Americans and U.S.-born Latinos in STEM. 

The correct answer is False. Title VI states:  “No person in the United States shall be discriminated against …”  Its nondiscrimination prohibition, therefore, applies to anyone who is in the U.S. participating in or seeking to participate in a federally-funded program. Title VI was not intended only to prohibit discrimination against African-Americans and Latinos in STEM. It was intended instead for the broad purpose of ensuring that federal dollars did not go to fund discrimination against any race, color, or national origin group in any program receiving federal funds. 

Age

Age Bias in STEM

Launch Video: Age

In this scenario, the faculty member made the assumption that a student, who was older and a veteran, may not benefit from pursuing an advanced degree, which is directly at odds with the national STEM goal of expanding the number of students who pursue advanced degrees and careers in STEM. There is a general bias that older students may not adapt or succeed in STEM programs because of the time gaps in education. NASA has developed regulations under the Age Discrimination Act to ensure that grantees provide equal educational opportunities regardless of age, including students who are older than the norm, as well as younger.

Unconscious Bias in a Compliance Context

Review the statement and decide whether it is True or False: 

Statement: True or false? The Age Act prohibits discrimination against older students, such as returning veterans, and younger students, such as 13-year old prodigies, in STEM programs.

The correct answer is True. Unlike the Age Discrimination in Employment Act of 1967, which only protects workers 40 and over, the Age Discrimination Act of 1975 was intended to protect individuals of all ages participating in federally funded programs. Just as the law is intended to ensure that older students receive equal opportunities to study in federally funded programs, it is likewise concerned with equal access for younger students.

Disability

Disability Bias in STEM

Launch Video: Disability

In this situation, Dr. Chin made an ill-advised joke at a student’s expense. This is never appropriate, but when it relates to an individual’s disability, physical or mental, it is potentially illegal. Section 504 of the Rehabilitation Act requires equal opportunity, regardless of disability, in programs receiving federal assistance. Legal compliance is just the floor. Achieving both compliance and program excellence requires more than an understanding of the law, or technical ability, it requires inclusive language and behaviors.

Unconscious Bias in a Compliance Context

Review the statement and decide whether it is True or False: 

Statement: True or false? Students with learning disabilities, such as dyslexia or ADHD, are covered by the disabilities laws in federally funded STEM programs.

The correct answer is True. Section 504 of the Rehabilitation Act and the Americans with Disabilities Act prohibit discrimination against individuals with disabilities, including both physical and mental impairments that substantially limit major life activities. Learning disabilities and other types of hidden disabilities are covered, as well as more obvious disabilities.

Now that you’ve seen some examples of unconscious bias in STEM, we’ll look at promising practices that can help to mitigate their negative influence.

Promising Practices

Promising Practices for STEM Programs

To mitigate the risk that unconscious bias may have for your institution, you can support and, when possible, implement practices that encourage inclusive learning environments and greater attention to equal opportunity efforts. 

For example, demonstrate strong leadership commitment through tangible support and resources for diversity and inclusion efforts, such as dedicated staff for diversity recruitment and outreach, support of student professional and advocacy group chapters such as Society of Women Engineers, National Society of Black Engineers, and the Society of Hispanic Professional Engineers.

Leaders of STEM programs should forge strong partnerships with the equal opportunity compliance arm of the university. Such partnerships can help to better ensure an understanding of compliance requirements among administrators and faculty and help clarify the roles and responsibilities of faculty, students, and staff in meeting these requirements.

To understand the climate of the environment within your academic community, conduct surveys and focus groups of faculty, staff, and students. Conduct these surveys periodically to identify areas for improvement and to track progress. Also, conduct a self-evaluation of compliance of your program, such as a Title IX self-evaluation utilizing NASA’s technical assistance publication “Title IX in STEM: A Guide for Conducting Title IX Self-Evaluations.”

Examine admissions and selection criteria to ensure against bias in these processes; don’t rely on a single filtering criteria, such as standard test scores, like the GRE or SAT. 

Provide unconscious bias education and awareness opportunities for faculty search and student admissions committees. These opportunities should be tailored to the program environment such that they resonate with faculty, staff, and students. They should also be memorable so that the material will be retained. For example, experiential learning with interactive components is recommended. 

STEM programs should have an intentional focus on visible diversity in all communications materials, especially websites and other non-traditional media. Such media are often the first contact that students will have with your university.

Additional Resources

To review examples of schools that have implemented promising practices, visit the NASA MissionSTEM web site. The NASA Title IX Self-Assessment Guide is also available on the MissionSTEM web site.

This concludes our technical assistance tool on unconscious bias in STEM. Remember that unconscious bias may negatively impact a STEM environment and undermine legal compliance efforts, so mitigate that risk by supporting practices that encourage inclusive learning environments and equal opportunity efforts. 

See more examples of Promising Practices at: http://missionstem.nasa.gov/colleges.html

The NASA Title IX Self-Assessment Guide is available at: http://odeo.hq.nasa.gov/documents/TITLE_IX_STEM_Self-Evaluation_Fillable.pdf