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Effects of Implicit Bias Training on Educator Beliefs and Attitudes Related to Racial Bias

Research Output:
Contribution to journal
Article
 Peer-review

Open access

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.

Access to documents

Sustainable Development Goals

  • SDG 10 - Reduced Inequalities
    SDG 10 Reduced Inequalities

Bibliographic Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

American English

Pages from-to (Number of pages)

Pages 3988-3999 (12 pages)

Journal (Volume, Issue Number)

Psychology in the Schools (Volume 62, Issue 10)

Publication milestones

  • Published - 01/06/2025

Publication status

Published - 01/06/2025

ISSN

0033-3085

Publication IDs

  • Scopus: 105006886936