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Bias details, teaching context, teaching suggestions:
False Consensus Effect | Just World Bias | Social Desirability Bias | Self-Serving Bias | Groupthink Effect | Actor-Observer Bias | Confirmation Bias | Dunning Kruger Effect / Illusory Superiority | Halo Effect | Bias Blind Spot
Bias: Social Desirability Bias
Definition of the bias: Social desirability bias refers to the tendency of individuals to respond or behave in ways that they believe will be viewed favorably by others. This often involves adjusting one's opinions or actions to align with social norms, expectations, or what is perceived as acceptable by peers, colleagues, or authority figures.
Social desirability bias can have significant implications in educational settings by shaping teachers' and students' perceptions of fairness, effort, and outcomes. Here are some examples:
Classroom Discussion Assumptions: A teacher might assume that all students in a classroom share the same views on a controversial topic, like climate change or immigration. During a class discussion, students may feel pressured to agree with the majority, even if they have differing opinions, in order to avoid standing out or being judged.
IMPACT: This can lead to students suppressing their true beliefs, making it difficult to create an open and diverse dialogue. Teachers may also unintentionally reinforce this bias by favoring responses that align with what is perceived as socially acceptable.
Classroom Performance / Group Projects: In group projects, students may feel inclined to take on roles or responsibilities that align with the expectations of others (e.g., agreeing to be the group leader because it is viewed positively) rather than choosing a role that aligns with their true interests or strengths. They may also overstate their contributions to fit in with the group's standards of performance.
IMPACT: this can result in students presenting an image of themselves that doesn’t accurately reflect their capabilities or effort, leading to a lack of genuine collaboration and underreporting of challenges they may face during group work.
Homework Expectations / Feedback on Assignments: A student may tell a teacher that they thoroughly studied for an exam or spent hours completing an assignment, even if they did not, just to be perceived as hardworking. In response, a teacher may provide overly positive feedback to maintain a harmonious relationship or avoid confrontation.
IMPACT: students may feel pressured to project an image of diligence and success, and teachers may be inclined to offer praise that doesn’t reflect the true quality of the student’s work. This can lead to inaccurate assessments of student performance.
Technology in the Classroom: Students might feel compelled to express enthusiasm about using new technology in the classroom (e.g., interactive learning tools or digital platforms) even if they find the tools confusing or ineffective, simply because they believe it aligns with the teacher's expectations for engagement.
IMPACT: this can hinder teachers from receiving constructive feedback on technology use, leading them to continue using methods or tools that do not effectively support all students. Students may also miss out on the opportunity to voice concerns about the learning environment.
Parental Assumptions: A parent might communicate to a teacher that they are fully supportive of the school's academic goals, even if they are unsure or concerned, in order to avoid appearing unsupportive or critical. Similarly, teachers may assume that all parents agree with the curriculum or teaching methods, even if some are uncomfortable but hesitant to express their views.
IMPACT: this can create a disconnect between teachers and parents, as teachers may not receive honest feedback about their teaching or concerns about school policies. It can also limit open communication, leading to a lack of parental involvement when disagreements arise.
In-class activity:
Below is an activity in which you can use the same situation for teaching purposes. Please first read the scenario to your students and then have them discuss the situation and its implications. You can use the information provided to guide your class discussion.
Scenario:
In a faculty lounge at the university, Emma, a health sciences lecturer, discusses a recent article about obesity, emphasizing the significant impact of lifestyle choices, such as diet and exercise, on rising obesity rates. She passionately argues that personal responsibility is key in combating obesity, making it clear that individuals have the power to control their health outcomes. As Emma speaks, the other faculty members nod along, and they all seem to agree with her perspective.
Jack, a faculty member specializing in medical research, has a different viewpoint. He believes that genetics and socioeconomic factors play a significant role in obesity and feels uncomfortable with the focus on personal responsibility. However, Jack hesitates to express his opinion, thinking that his colleagues might disagree with him or view him as less knowledgeable. As the conversation continues, Jack ultimately agrees with Emma’s point of view, saying, “I guess I see your point,” even though he still holds reservations.
Teaching Points:
This scenario demonstrates social-desirability bias, where individuals adjust their views or behaviors to conform to the perceived expectations of others in order to gain social approval or avoid conflict.
Social-desirability bias occurs when individuals alter their opinions, behaviors, or responses to be viewed more favorably by others. This typically involves agreeing with the dominant viewpoint or acting in a way that aligns with societal or group expectations, even if it contradicts personal beliefs.
Impact on Educational Settings: In educational settings, social-desirability bias can result in students, teachers, or faculty members suppressing their true thoughts, leading to groupthink and a lack of genuine discourse. Students might provide answers they think their teachers want to hear, and teachers may unknowingly reinforce conformity instead of fostering critical thinking. This bias can also create an environment where controversial or sensitive topics are avoided, preventing honest dialogue.
How to Overcome This Bias: To overcome social-desirability bias, it’s important to create an open, nonjudgmental environment where individuals feel safe to express differing opinions without fear of judgment. Encouraging diverse viewpoints, asking probing questions, and providing anonymous opportunities for feedback can help reduce the pressure to conform.
Teachers Can Use This Example To:
Recognize the role of social-desirability bias in group dynamics and classroom discussions.
Reflect on how they may unknowingly reinforce conformity in students' responses.
Encourage an inclusive environment that values diversity of thought and open dialogue.
Equip students with tools to express their ideas honestly and critically, even when their views differ from the majority.
Discussion Questions:
1. Why do you think Jack ultimately agreed with Emma, even though he had reservations about her viewpoint?
2. How can social-desirability bias impact students’ participation in classroom discussions, especially on controversial topics?
3. What strategies can teachers use to encourage students to express differing viewpoints without the fear of judgment?
4. How can group dynamics in a classroom influence social-desirability bias, and what role does the teacher play in shaping those dynamics?
5. What are the potential consequences of social-desirability bias on the quality of feedback and assessments in educational settings?