bias

Your data suggest a moderate automatic preference for European American compared to African American.
The table below shows the percentage of other online test takers receiving various test results, so you can compare yourself with other people. Your results have been corrected for the order in which you performed the dual category associations.
Test Result
% of Test Takers
Strong automatic preference for White people
48%
Moderate automatic preference for White people
13%
Slight automatic preference for White people
12%
Little or no automatic preference
12%
Slight automatic preference for Black people
6%
Moderate automatic preference for Black people
4%
Strong automatic preference for Black people
6%
If your test results showed a preference for a certain group, you may have a hidden, or unconscious, bias in favor of that group (if your results were "inconclusive," click here). The results of more than one million tests suggest that most people have unconscious biases. For example, nearly two out of three white Americans show a moderate or strong bias toward, or preference for, whites, as do nearly half of all black Americans.
Implicit associations are often at odds with our conscious attitudes and beliefs. This does not mean that one is more accurate than the other. Rather, it suggests that we can have two unique evaluations of the same concept -- one conscious and the other unconscious. If you are surprised or concerned about your test results, or if you would like to know more about the Implicit Association Test, please visit Frequently Asked Questions About the IAT.

Your data suggest a moderate association of Male with CAREER and Female with FAMILY compared to Female with CAREER and Male with FAMILY.
An IAT result suggests an association between "male and career" when responses are faster to the dual category "male pronouns and career-related words" (and "female pronouns and family-related words") than to the reverse. Results suggest an association between "female and career" when responses are faster to the dual category "female pronouns and career-related words" (and "male pronouns and family-related words") than to the reverse. Associations may be described as "slight," "moderate," "strong," or "little or no preference."
The table below shows the percentage of other online test takers receiving various test results, so you can compare yourself with other people. Your results have been corrected for the order in which you performed the dual category associations.
Test Result
% of Test Takers
Strong association between male and career
40%
Moderate association between male and career
15%
Slight association between male and career
12%
Little or no gender association with career or family
17%
Slight association between female and career
6%
Moderate association between female and career
5%
Strong association between female and career
5%
The gender IAT often reveals an automatic, or unconscious, association of female with family and male with career. These associations are consistent with traditional gender stereotypes that a woman's place is in the home rather than the workplace (and vice-versa for men). If your test results showed a stereotypic association, you are not alone: The results of more than one million tests suggest that most people have unconscious associations (if your results were "inconclusive," click here).
Implicit associations are often at odds with our conscious attitudes and beliefs. This does not mean that one is more accurate than the other. Rather, it suggests that we can have two unique evaluations of the same concept -- one conscious and the other unconscious. If you are surprised or concerned about your test results, or if you would like to know more about the Implicit Association Test, please visit Frequently Asked Questions About the IAT.
To take the Implicit Association Test again, please choose a test below:

Learning Log Sept. 22

What: In class we learned about different types of intelligences. Gardener's theory is very popular when it comes to lesson planning. There are nine different intelligences: interpersonal, intrapersonal, kinesthetic, naturalist, linguistic, logical-mathematical, spatial, musical.

Linguistic: writing, making arguments

Logical-Mathematical: solving math problems, doing proofs, testing hypotheses

Spatial: mental images, drawing

Musical: musical instrument, composting work

Kinesthetic: dancing, playing, performing

Interpersonal: reading others moods, work in groups

Intrapersonl: work alone, self knowledge

Naturalist: plants, applying knowledge to nature

So What: Gardener's theory of multiple intelligences is important because it describes ways that children learn well. Some one

Now what: We are taught to try to include all kinds of different intelligences in our learning strategy. For example, someone with musical intelligence may like to learn things through learning a song and someone with kinestheic intelligence would like to move while learning to enhance learning. Now it is my turn to make sure I try to include all these intelligences into my planning as a teacher.

Note: I am not sure I totally buy into all the intelligences Gardener talks about. I think some intelligences may just be strong interest--- so if someone is extremely interested in music then they will learn better if music is some how connected.

IQ tests etc.

IQ Test results: 115
I think these results are pretty close to being true. I used to have a propensity to work really, really hard so, in grade school (elementary, middle, and high school) I performed a little better than just above average. I never understood things quite as fast as the rest of the "advanced" kids, I had to work harder than them to get similar results, but the desire to do well kept me afloat. My desires kept me in circles of kids that were more than above average. This drive to succeed and do well influenced me till around 2004 when I hit a wall. Since then I have not worked as hard at things and as a result I think my IQ is very fitting.

I was surprised at the length of the test. It seemed a little short to me. I thought there might be a few different sections testing ability in other ways. In my more in depth analysis the test said that classification was my biggest strength then math, spacial, logic. Classification knowledge, according to the website, helps you make connections between items to give you a good general knowledge of different subjects. My greatest weakness is short term memory and general knowledge was low also. I agree that I do not have very good short term memory. I have a very difficult time memorizing things. Based on these results I think the test is generally accurate. Due to the length and variety of testing, however, I wonder if it is very through.

I am glad I took this test. This has encouraged me to work on my weaknesses. The thing that scares me about taking this test is that I don't want to use my 115 score as an excuse. I want to excel and I don't want the score of 115 in the back of my head telling me I can't be better.

multiple intelligence results:
Tied 1st (20 points): Linguistic, Interpersonal
Tied 2nd (14 points): Music, Logical
Tied 3rd (11 points): Visual/Spatial, Naturalistic, Kinesthetic
Last (9 points): Intrapersonal
my special code: dt1gs8cmn68469hqt

Don't you find it strange that I score highest on Linguistic in the multiple intelligence test, but I don't in the IQ test? This is very typical of me. I prefer the subject of English more than Math, but I always scored higher in math on standardized tests. Interpersonal is a very good description of one of my intelligences. I do much better when I am working with a group. My first years in college (the first time I went), I had many classes with people I lived around and I did very well. As my schooling went on (sophomore, junior) I had fewer and fewer classes with people I knew and I as a result worked less and less with others. I also did worse and worse in school.

The music score was a little surprising for me. I know I have always been good at remembering songs and that songs I could remember have helped me in educational settings on different occasions. I never thought to put it at the same level as logic. This is a good insight in to the way I learn and I want to use it to my advantage. I wonder about my intrapersonal score. I feel, for me, it is lower than other intelligences, but I don't think it is any less than spatial and kinesthetic. When I took this test I was feeling under the weather and wonder if that may have affected m

Reflection:
Using an IQ test on my students scares me. I never want to identify a test score with a student and think that is all they can achieve. Through my own experience in grade school I know that we can do far better than the score an IQ test gives us. Through support and hard work we can achieve many successes. Despite my idealistic thoughts, I know I will be prone to labeling, "good reader," "struggling Reader," "smart Kid," "troubled kid." I hope that through self discipline, education, and experience I will be able to reach closer to my idealistic goals of what a good teacher can be.

The thought of using the multiple intelligence test in my future classroom never hit me till now. I feel this test might be useful someday. If I had all my students take the test, I could get a better idea of how to reach students. I could also teach students how they learn best. I could also look at my class as a whole to see the best ways to teach the students most of the time, some of the time, and every once and while.

Learning Log for Sept 15

First off I really liked the activity of describing the different pictures of children. That was really fun! It was also a really good illustraition of what we actually due when children walk in the room.

In class we learned about cultural and gender differences. I was a little blown away by facts about Native American Indian culture. I really want to learn more about different cultures in the US so I can be a more effective teacher. Some of the stories in the book were shocking, for example when the Native American Indian boy was gone for days and no one went to look for him until he was needed. When we looked at gender differences we found that there arn't many. It was interesting in the group activity when the game itself was a little gender biased by using such terms as "fireman" and "garbageman."

In order to be an GREAT teacher I need to be sensitive to different cultures and to gender differences. I need to understand the needs of different cultures, but treat boys and girls the same. Teaching seems like such a delacte thing. It seems like you are always on a tight rope.

I am very interested in learning more a about any way that could help me teach a child. Some day when I have people from another culture in my class that I am familiar with, I hope I will take the time to learn about their culture. I also hope to treat boya and girls the same.

Learning Log: Sept. 8

What, So What, Now What?
Theories: We did a group assignment where we talked about what would be on different kinds of maps. From this we drew that maps don’t always show everything and are not the same as reality. The analogy here was that Theories are like maps. They can help you a long the way as a teacher, but are not the same as reality, not the same as being in the situation. Theories can be helpful; it is best to find out when it is good to use a particular theory.
Studies: We learned about different kinds of studies: Correlational Study, Experimental Study, Descriptive Study, and Action Study. These studies are all good for something, but they all have draw backs too. Studies/research is really hard to do for education. The only way to prove something well is to conduct an experiment, the problems is with education you really can’t conduct many experiments because you are using human subjects. Because of this studies need to be looked at more critically. How was the study conducted and by who? It is important that I learn to use a critical eye when listing to the latest studies for education, because in reality they may be way off base.

Changing mind Set: We all have preconceived ideas. These ideas can be difficult to change. I need to work on being open minded, it will help you be a better teacher
A teacher needs to Believe: how much impact they have and be sensitive to that, social and emotional lessons are not in a difference curriculum, all students wish to succeed, students learn more when basic needs are met, parents are our partners. I will be a better teacher if I can implement these beliefs.

1st post

Why are you here?
The biggest reason I went into teaching is because I wanted to share love with children. I wanted to love the children who have lots of love in their lives and especially the children who have less love in their lives. I am apt to believe that without love my future job will not feel satisfactory, my students will not learn as much, and they won’t like school as much. Love will be the foundation for my classroom. This, however, is a very vague idealistic thought. How will I show love for the children? How can I teach, what are the methods I can use? I am hoping that my next 4 semesters at UVU can help me answer these questions.

What motivates you?
I am motivated by a challenge. If someone says something is difficult, I want to do it. I am very stubborn in this way. I like a little competition. I am motivated by my heart. When I feel there is a good cause out there, I want to fight for it. I am motivated by duty. I will do things that I feel are supposed to be done, b/c someone has to do them. I am motivated by people I respect and want to impress or make happy.

Why do you succeed?
I succeed when I am motivated. When I think it's worth succeeding in, I'll succeed. If something seems unimportant than I tend not to try as hard. Even if I get an A in a class or a B if I thought it was a waste of time and I didn’t put any effort in to learning, I don’t consider this a success; I consider it a waste of time. Again, I succeed in things I feel are worth it.

Why do you fail?
I fail when I take too much on my self and expect perfection. I have to give my self time to play, do my duties, and educate myself. If I can't find time to do all these things I tend to break down. It's been a long time since I feel like I have "failed" in something. But when I did "fail" I had ignored a major part of my self. I had to recover from that. I didn't like that set back. I did learn a lot during that time, but it was at great cost. I also “fail” when I don’t learn.

How do you need to change you perspectives and or motivations in order to succeed in elementary education perform and become that great teacher?
I need to be willing to do what I will ask my students to do. I need to learn that if I think it would be a waste of time for me to do the assignment, then it is a waste of time for them to do it. I need to learn for my self why certain assignments my teachers give me are important instead of having a bad attitude towards them. I need to learn not to be so critical. I need to be more open minded. My ideas are not always the best ideas. Others ideas may be better than I give them credit for. I need to be willing to try new things.