Detecting, Reporting And Alleviating Racial Biases In Standardized Medical Terminologies And Ontologies

Author(s):  
James Geller ◽  
Navya Martin Kollapally
Keyword(s):  
2012 ◽  
Vol 43 (2) ◽  
pp. 108-113 ◽  
Author(s):  
Eric Luis Uhlmann ◽  
Brian A. Nosek

The present research examined the effects of egocentric motivations on individuals’ explanations for how their automatic racial prejudices came into being. The majority of participants reported experiencing biased thoughts, feelings, and gut reactions toward minorities which they found difficult to consciously control, and they attributed such biases to cultural socialization. Of particular interest, ego-threatened participants were significantly more likely to attribute their automatic racial biases to their culture and significantly less likely to attribute such biases to themselves. Results suggest that attributing one’s racial biases to cultural socialization can be a defensive, motivated process aimed at diminishing personal responsibility.


2014 ◽  
Author(s):  
Natalia N. Khosla ◽  
Corinne A. Moss-Racusin ◽  
John F. Dovidio

2014 ◽  
Author(s):  
John F. Dovidio ◽  
Louis A. Penner ◽  
Allecia Reid ◽  
Blair T. Johnson ◽  
Samuel L. Gaertner
Keyword(s):  

2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.


2021 ◽  
Vol 57 (3) ◽  
pp. 386-396
Author(s):  
Miao Qian ◽  
Gail D. Heyman ◽  
Paul C. Quinn ◽  
Francoise A. Messi ◽  
Genyue Fu ◽  
...  

2020 ◽  
Vol 34 (05) ◽  
pp. 8131-8138
Author(s):  
Anne Lauscher ◽  
Goran Glavaš ◽  
Simone Paolo Ponzetto ◽  
Ivan Vulić

Distributional word vectors have recently been shown to encode many of the human biases, most notably gender and racial biases, and models for attenuating such biases have consequently been proposed. However, existing models and studies (1) operate on under-specified and mutually differing bias definitions, (2) are tailored for a particular bias (e.g., gender bias) and (3) have been evaluated inconsistently and non-rigorously. In this work, we introduce a general framework for debiasing word embeddings. We operationalize the definition of a bias by discerning two types of bias specification: explicit and implicit. We then propose three debiasing models that operate on explicit or implicit bias specifications and that can be composed towards more robust debiasing. Finally, we devise a full-fledged evaluation framework in which we couple existing bias metrics with newly proposed ones. Experimental findings across three embedding methods suggest that the proposed debiasing models are robust and widely applicable: they often completely remove the bias both implicitly and explicitly without degradation of semantic information encoded in any of the input distributional spaces. Moreover, we successfully transfer debiasing models, by means of cross-lingual embedding spaces, and remove or attenuate biases in distributional word vector spaces of languages that lack readily available bias specifications.


2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512500020p1-7512500020p1
Author(s):  
Alaa Abou-Arab ◽  
Rochelle Mendonca

Abstract Date Presented 04/13/21 Racial bias is defined as the negative evaluation of a group and its members relative to another and can exist on explicit and implicit levels. This is an exploratory study to examine the presence of implicit and explicit racial bias among OT professionals across the United States. The results (N = 201) highlight the presence of implicit and explicit racial biases among OT professionals in the United States and the need for further education on racial bias. Primary Author and Speaker: Alaa Abou-Arab Additional Authors and Speakers: Alee Leteria, Kristina Zanayed, and Susanne Higgins


Sign in / Sign up

Export Citation Format

Share Document