Effects of Implicit Bias Training on Educator Beliefs and Attitudes Related to Racial Bias
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| Title: | Effects of Implicit Bias Training on Educator Beliefs and Attitudes Related to Racial Bias |
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| Language: | English |
| Authors: | John C. R. Gallo (ORCID |
| Source: | Psychology in the Schools. 2025 62(10):3988-3999. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A230399 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Secondary Education |
| Descriptors: | Elementary School Teachers, Secondary School Teachers, Bias, Racism, Teacher Attitudes, Beliefs, Faculty Development, Teacher Characteristics, Self Efficacy, Discipline |
| Geographic Terms: | Michigan, Vermont |
| DOI: | 10.1002/pits.23586 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Racial disparities persist in school discipline. Implicit bias has been identified as a probable influence affecting educator discipline decisions. To reduce disparate outcomes, implicit bias trainings often find significant improvements in ratings of attitudes and knowledge, however research has identified the need for more brief trainings within kindergarten through Grade 12 education. The purpose of this study was to evaluate the effectiveness of an implicit bias professional development session on primarily student support specialists' beliefs and attitudes related to racial bias. Results indicate that pre-training responses did not vary by demographic information, there was a significant increase in participant's attitudes and beliefs regarding the importance of implicit bias, and an increase in self-efficacy to reduce disparate outcomes. Intervention effectiveness varied based on one demographic identifier. Practice implications for school psychologists revolve around supporting the implementation of multi-tiered systems of support, leading trainings that discuss implicit bias, and teaching equity-oriented strategies. Future research is needed to identify how self-ratings relate to the use of equitable strategies. Limitations include the study design, sample attrition and composition, assessment of social validity, and outcomes related to educator or student behavior. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1483455 |
| Database: | ERIC |
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