Ten simple rules for unbiased teaching

Abstract

University teaching, whether by professors, lecturers, or instructors, draws on a number of skills including communicating and simplifying complex ideas, to inspiring students and teaching critical thinking. The social sciences, from psychology to behavioral economics, and anthropology, are often a joy to teach as the fields inherently attempt to understand ourselves by scientifically interrogating all aspects of human nature. What is not often explicitly considered is that the way we communicate science can come with implicit biases and narrow cultural references. This includes the data we present and how we interpret the data, as well as the identity of the scientists themselves. Attempts to increase unbiased teaching are particularly important for members of majority-status groups. This article draws on the recent increase in adoption of learner-centered teaching approaches, which aim to give students more power over learning. In supporting this goal, we offer suggestions for educators to reduce biased teaching practices and create more inclusive and positive learning environments. These are a selection of important biases to be combatted but are not intended to be all-inclusive. The overarching goal is to encourage teachers to continue on the path toward improving diversity and inclusion and to provide concrete action steps to do so.

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