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

Area of Science:

• Education
• Psychology
• Sociology

Background:

• The opportunity gap for minoritized students can be worsened by educators' implicit biases.
• Understanding preservice educators' awareness of racism and implicit bias is crucial for educational equity.

Purpose of the Study:

• To explore preservice educators' awareness of individual, structural, and systemic racism concerning implicit bias.
• To identify common biases held by educators and their potential impact on student interactions.

Main Methods:

• Qualitative study involving 154 preservice educators in New York State.
• Content analysis of educator responses to questions on group generalizations, bias origins, and behavioral impact.
• Data collected during mandatory anti-bullying/harassment/discrimination training.

Main Results:

• Frequent biases identified toward Asian/Asian Americans, Black/African Americans, males, and socioeconomically disadvantaged individuals.
• While participants discussed bias openly, many showed no intent to alter biased interactions.
• Racially held biases reflected critical race theory tenets: racism as permanent and normalized.

Conclusions:

• Preservice educators exhibit awareness of biases but often lack a commitment to changing their practices.
• Anti-bias training and professional development are essential for addressing implicit bias in education.
• Findings underscore the need for interventions that foster behavioral change alongside awareness.