University teaching, whether by professors, lecturers, or instructors, draws on a number of skills including communicating and simplifying complex ideas, to inspiring students and teaching critical thinking. The social sciences, from psychology to behavioral economics, and anthropology, are often a joy to teach as the fields inherently attempt to understand ourselves by scientifically interrogating all aspects of human nature. What is not often explicitly considered is that the way we communicate science can come with implicit biases and narrow cultural references. This includes the data we present and how we interpret the data, as well as the identity of the scientists themselves. Attempts to increase unbiased teaching are particularly important for members of majority-status groups. This article draws on the recent increase in adoption of learner-centered teaching approaches, which aim to give students more power over learning. In supporting this goal, we offer suggestions for educators to reduce biased teaching practices and create more inclusive and positive learning environments. These are a selection of important biases to be combatted but are not intended to be all-inclusive. The overarching goal is to encourage teachers to continue on the path toward improving diversity and inclusion and to provide concrete action steps to do so.

The aim of this article is to identify the unintended biases that educators can introduce into their classrooms. We discuss a range of seemingly small missteps that have substantial influence on the learning environment and students’ motivation and self-worth. The authors note that these Rules apply to teaching at all stages, from elementary to medical school, as well as across disciplines. These biases may be unrecognized because they are implicit or because they function as an unintended product of cultural understanding. We believe that the examples we give can have a big impact on students’ self-esteem and mold their self-perception. It is the obligation of the teacher to work toward preemptively addressing these biases in the aim of improving the learning experience. We draw from the social sciences to take a step back and look at how and what we teach. Our focus is on social science because it is a subdiscipline that is particularly vulnerable to a lack of representation in terms of the examples used and stereotypes perpetuated. However, all scientific disciplines can suffer from biased teaching.

The hope of this article is that these Ten Simple Rules will guide the teacher away from biases and toward empowering students to help them fulfill their potential. This work was inspired by ongoing discussions between the authors and their students about how to make the classroom a more inclusive environment. We link examples provided by students to social science theories to provide a framework for why violating these Rules can reflect bias and hinder learning. We have organized these Rules into 2 main categories: (a) identifying and addressing bias in teaching practices (Rules 1 to 5); and (b) ensuring a positive and inclusive learning environment (Rules 6 to 10). Our goal is to highlight the students’ perspective and accompany each Rule with concrete actions the teacher can take to address biases undergoing current scrutiny while create positive practices to carry into the future.

Present data from scientists with diverse gender, race, and ethnic representation. Take this opportunity to showcase the great achievements of individuals from historically marginalized groups including that of Katherine Johnson, Donna Strickland, Emmett Chappelle, Mae Jemison, Frances Arnold, Joni Wallis, and Ben Barres. Such examples will act as inspirational role models while also conveying great science. Invite individuals of many different backgrounds to give guest lectures, including those who can speak to experiences like being a first-generation college student. The ability for students to engage with real examples of professionals that look like them and come from varied backgrounds can be a profound experience that furthers pursuits of the field and feelings of inclusion.

In 2020, the journal Nature Communications published an article that proposed that a principal investigator’s gender plays a role in the success of students. The paper undermined female mentors and was founded on problematic methods and was subsequently retracted. Science should not be prone to political or partisan interpretations and should always aim for unbiased outcomes. Yet in the case of that paper, the results were damaging to female scientists. Consideration of the dimension of potential harm is necessary, particularly when research conclusions have policy implications. For example, neuroscientific studies on sexual orientation have been used in serious policy debates ranging from supporting that sex is dimensional or nonbinary to theories that homosexuality is a mental disorder resulting in egregious persecution such as medical castration. If we talk about such studies, we must steer toward progression, compassion, and correct the discriminatory actions of the past.

Encourage students to consider how appropriate controls or double-blind studies might mitigate biases from the authors of presented studies. Raise questions when presenting socially charged research that expand interpretations beyond what the authors or contemporary critics may have raised. For example, “why is this research important,” “are there other interpretations for the study conclusions,” “what are the policy implications of this work,” and “are the authors’ conclusions justified based on the science.”

If you discuss studies examining sex differences, you should also discuss what the findings might mean for gender and ways in which we can include LGBTQ+ individuals in future research. Consider whether there are parallel studies on gender that might shed light on conventionally described binary sex differences. We suggest it can be helpful to introduce your pronouns at the start of the course and ask students if they want to confidentially share their pronouns. However, we note that some have suggested publicly using non-cisgender pronouns can be uncomfortable in groups of strangers. Thus, an alternative option is to use expression-inclusive pronouns such as they/them/their by default. If you accidentally misgender someone, simply apologize and move forward.

Controversial topics are a critical part of teaching, but one can often walk a tightrope of enlightening the audience and being perceived as biased. Teaching controversial topics allows the teacher to enlighten students and strongly argue for alternative interpretations. The order of these techniques matters. A mistake the teacher can make is to present the topic before the critique. This can cause harm that is harder to repair after the fact. If the audience does not know that you are going to critique the controversial topic, they may feel anxious or stereotyped before you have the chance to address the fundamental problems with the controversial topic. Psychological research such as attentional blink (a phenomenon that suggests there is a limitation in the ability to deploy visual attention) suggests that highly arousing or threatening words can cause people to attentionally miss subsequent stimuli. This argues for giving prominence to discrediting problematic or outdated information—rectifying misconceptions is more important than accidentally representing the controversy as valid.

Preempt the audience by explicitly stating the controversy (i.e., write on the introduction slide rather than verbally presenting) or use trigger warnings. Explicitly dispute problematic or outdated information. Do not assume that students will know you disagree with a stereotype or controversial point if you do not make it abundantly clear.

All teachers want to make their class fun. Humor is often a key part of the great speaker’s repertoire. Humor can make a mind-numbing topic enjoyable and re-memorable. Yet, jokes can vary from the innocent to the mean, and there is large variation across students in what is considered appropriate. Jokes can take the form of a simple GIF, cartoon, or be spoken, and each can be offensive. In these politically heated times, jokes about political figures are common, yet may offend some people in your audience. If your intent is to use humor to engage students, you have to be careful about jokes that only invite some students to laugh along. If students feel like they are not fully welcome or do not fully belong in their own classroom, you are creating two different learning environments. Students should not have to endure a personal cost to be where they have the right to be. Although light humor might be justified in certain contexts, it is important to preserve the safety of the classroom for students.

Beyond the types of triggering jokes and images that may be readily apparent, there are important sensitivities with respect to intersectionality that must be considered. Gracefully embracing a diverse audience may be a difficult or daunting task. Continual self-reflection and openness to feedback can help improve teaching.

Stay away from political, sexual, sexist, racial jokes, jokes about nationality or disability. Ask yourself the simple question, “is this joke important to communication of the topic?” If not, “could the joke offend someone in the audience?” If the answer to the second question is ambiguous, remember that even innocuous intentions can create a hostile atmosphere for some students. Seek out anonymous feedback from colleagues and students to gauge the success with which sensitivity to intersectionality is achieved in your classroom.

Become that teacher who inspired you. Constructive feedback, positive tone, openness, and encouragement can have a meaningful impact on students and their educational experience. The goal is ultimately to motivate and help students. Eschew assumptions about how difficult or easy assignments or topics may be. Use motivating language and effort-based praise to encourage students to identify their personal goals for the course and actively work toward them.

This set of Rules is not intended to be exhaustive but is a starting point for educators to examine how their actions can shift the climate of the classroom. In the spirit of inclusivity, we compiled a list of 10 additional important examples of biases that were not discussed in detail above.

One in 12 males and 1 in 200 females are color blind. Using color blind–accessible color palettes when making figures and slides is a simple but important way to make learning materials accessible for individuals with visual impairments.

Be cautious when proposing activities that require mobility. As one Reviewer noted, they once proposed an activity where students needed to use both hands but one student was missing an arm. Take efforts to increase inclusion by being mindful of physical mobility limitations early on. One way to assess physical limitations is to provide students an opportunity to directly share accessibility issues confidentially so you can tailor later exercises appropriately.

Learning about the cost of materials required for classes and making materials more accessible through electronic options or direct dissemination can alleviate stressors for students with low financial means.

Learning disabilities are not only relevant at the time of exams/assignments. In each class, breaking learning tasks into small steps and regularly checking understanding can help students with disabilities more effectively learn. Present information visually and verbally, use diagrams and graphics to support spoken instruction (see also #6 below).

Avoid equating lower proficiency with spoken English with poor writing skills or diminished learning ability. Be aware that non-native English speakers may find it hard to understand a native English teacher and feel excluded if they lose some of the teaching material. Providing recordings with closed captioning can help non-native English speakers return to material later.

An assumption that international students have expertise or interest related to their race, ethnicity, or home country runs the risk of tokenizing these individuals. Similarly, do not presume individuals from underrepresented groups are comfortable speaking on behalf of that group or sharing personal experiences with discrimination.

Initiating discussions on sensitive topics without realizing certain students may not have the relevant historical and cultural context can cause some students to feel excluded. For example, racism in the United States has a unique history compared with racism in Asia, which informs much of the current political and social discourse about stereotypes and discrimination. Make sure all students have any necessary context before engaging in important discussions.

Use of unintentionally dismissive language by suggesting something is “easy” or that students should “already know this” can be demotivating. Similarly, prompting students to think the course will be insurmountably difficult demotivates learning (10, Chapter 3). Be mindful not to suggest that an assignment or topic is simpler or easier to accomplish as this might prime students to think that they are “behind” or “incompetent.” On the flip side, suggesting a course is extremely arduous can compromise expectations for success and undermine motivation. Create a classroom that welcomes mistakes, questions, and opportunities for growth rather than amplifying insecurities and external comparison.

Writing these 10 Rules has been enlightening and gave the authors time to think deeply about how we present data, what data we present, and by whom. We need to continue progressing with society, respecting new views and changes, and actively adapting when we fall short. We all have the duty not only to stay inclusive and tolerant, but to also be aware of our own biases. Challenge yourself to let these 10 Rules guide you to critically examine your teaching and language practices. In this pursuit, ask yourself if you are addressing the biases you bring to your classroom. Set goals for yourself on how to raise personal awareness and elevate your students. To finish with a quote from Dr. Martin Luther King Jr, “If you can’t fly then run, if you can’t run then walk, if you can’t walk then crawl, but whatever you do you have to keep moving forward.”

We thank the wonderful students who inspired and gave feedback on this article. We also thank Geoff Cohen, Adriana Galván, and Susanne Hall for their helpful input. We thank Ellen Langer for permission to use her quote.