Examining Implicit Biases of Pre-Service Educators within a Professional Development Context

Autor/inn/en	Breese, Amanda C.; Nickerson, Amanda B.; Lemke, Melinda; Mohr, Rebecca; Heidelburg, Kamontá; Fredrick, Stephanie; Allen, Kathleen
Titel	Examining Implicit Biases of Pre-Service Educators within a Professional Development Context
Quelle	In: Contemporary School Psychology, 27 (2023) 4, S.646-661 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Breese, Amanda C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-023-00456-6
Schlagwörter	Bias; Preservice Teachers; Faculty Development; Racism; Teacher Certification; Required Courses; Sensitivity Training; Critical Race Theory; New York + Suchen Sie Ihr Suchwort? Rassismus; Pflichtkurs; Sensitivitätstraining
Abstract	The opportunity gap, or conditions and barriers that impede the academic performance and school experience of minoritized students, may be exacerbated by educators' implicit biases. The aim of this qualitative study was to understand preservice educators' awareness of individual, structural, and systemic racism with regard to implicit bias. Our sample included 154 preservice educators, enrolled in an anti-bullying/harassment/discrimination training, which is required for any New York State (NYS) educator certification. Educators responded to questions about group generalizations, factors contributing to these biases, and how biases may affect their behavior toward students. Our content analysis revealed several themes, most notably that frequent biases existed toward Asian/Asian Americans, Black/African Americans, males, and people from socioeconomically disadvantaged backgrounds. Although participant responses reflect an open-minded approach to discussing bias, many responses reflected no observable desire to change potentially biased interactions with students. Responses with racially held biases aligned with the tenets of critical race theory (CRT), particularly racism as permanent and racism as normalized. Implications for practice, with an emphasis on anti-bias training and professional development, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01