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

Autor: Breese AC; Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA., Nickerson AB; Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA., Lemke M; Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA., Mohr R; Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA., Heidelburg K; College of Education and Human Ecology, The Ohio State University, Columbus, OH USA., Fredrick S; Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA., Allen K; Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA.
Jazyk: angličtina
Zdroj: Contemporary school psychology [Contemp Sch Psychol] 2023 Feb 23, pp. 1-16. Date of Electronic Publication: 2023 Feb 23.
DOI: 10.1007/s40688-023-00456-6
Abstrakt: 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.
Competing Interests: Conflict of InterestThe authors declare no competing interests.
(© The Author(s), under exclusive licence to California Association of School Psychologists 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)
Databáze: MEDLINE
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