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Best Practices for Technology-Enhanced Teaching and LearningConnecting to Psychology and the Social Sciences$
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Dana S. Dunn, Janie H. Wilson, James Freeman, and Jeffrey R. Stowell

Print publication date: 2011

Print ISBN-13: 9780199733187

Published to Oxford Scholarship Online: March 2015

DOI: 10.1093/acprof:osobl/9780199733187.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 28 November 2020

Think Fast

Think Fast

Using Web-Based Reaction Time Technology to Promote Teaching about Racial Bias and Diversity

Chapter:
(p.223) 15 Think Fast
Source:
Best Practices for Technology-Enhanced Teaching and Learning
Author(s):

Kathryn A. Morris

Leslie Ashburn-Nardo

Robert J. Padgett

Publisher:
Oxford University Press
DOI:10.1093/acprof:osobl/9780199733187.003.0015

This chapter discusses how two Web-based tools that are used primarily to measure implicit racial bias can also be used to measure similar bias based on gender, sexual orientation, and age, among others. Specifically, it describes two reaction time demonstration tasks that utilize the Implicit Association Test and the Police Officer's Dilemma. In both of these tasks, the technology teaches students about content relevant to the courses in which they are used. Because these tasks require students to make judgments about Black and White target persons and provide feedback about students' performance, they afford instructors who use them an opportunity to discuss the split-second decisions people make about members of racial minority groups and the real-life consequences of those decisions.

Keywords:   race discrimination, psychology teachers, teaching, Implicit Association Test, Police Officer's Dilemma, bias, judgments, decision-making

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