Implicit Association Tests

         The two implicit association tests (IAT) that I completed were the Religion and the Gender-Science tests.  The results I received for both tests were not at all what I expected, and both results seemed to demonstrate that I my expected biases did not present themselves during these tests.  However, my understanding and previous experiences with tests of this nature could have influenced me to be more aware of these natural biases and therefore caused me to respond differently than I would if I had no knowledge of these biases.  Additionally, I recently completed a course last summer in which we frequently discussed our tendencies to form biases against our knowledge or will, and we worked together as a group to dislodge any negative associations we may have formed in our mind, either through experiences or the many messages we receive from society or our cultures.  One profound passage in our readings was the idea that “The need to be seen by oneself and others as not racist hinders becoming more aware of race matters” (Trepagnier, 2006, p. 16).  This statement resounded with me in this assignment, as it speaks to exactly what the IAT is attempting to measure: our unawareness or unwillingness to admit we have natural biases or prejudices impede our ability to understand them and work towards resolving them.

            Based on our readings for this week, I think James would argue that associations can be very useful to teachers wishing to provide new information by “building up useful systems of association” (p. 42) and encourages teachers to think of students in “associative terms” (p. 45); however, the task of the educator is also “To break up bad associations or wrong ones, to build others in, to guide the associative tendencies in the most fruitful channels” (p. 42).  Therefore associations can serve as a helpful, natural process of pupil’s minds that teachers can use to their advantage, with the awareness that they must mold these associations in a positive manner and be aware of any negative associations that may have already formed.  The formation of associations can aid in learning by helping students form memories and make connections between different lessons and content.  James also suggests for teachers to “not rely on single cues, but multiply the cues as much as possible” (p. 44) to form as many associations or connections as possible, thereby utilizing a natural tendency of pupil’s minds.  An awareness and understanding of the potential usefulness of associations can therefore aid teachers in helping their students to learn the relevant content material. 

Trepagnier, B. (2006). Silent Racism: How Well-Meaning White People Perpetuate the Racial Divide. Boulder, CO: Paradigm Publishers.