Abstract
Abstract: Although there is much research regarding implicit bias in numerous fields, such as criminal justice, psychology, and health, little research has examined pre-service teachers’ attitudes and beliefs regarding implicit biases they carry, especially when it comes to race. Therefore, the purpose of this study is to fill the gap in qualitative research regarding how pre-service teachers address, confront, and talk about biases. We begin by defining implicit bias. Next, we situate our research within sociocultural theory with an emphasis on critical literacy practices. Then, we share our findings, which centered on the course environment, students’ reactions to their results of an implicit association test, and how their personal experiences and upbringing might have contributed to their results. We end with discussion of these findings as well as implications for future teachers and teacher educators.
Recommended Citation
Batchelor, Katherine E.; DeWater, Kendra; and Thompson, Kennedy
(2019)
"Pre-service Teachers' Implicit Bias: Impacts of Confrontation, Reflection, and Discussion,"
Journal of Educational Research and Innovation: Vol. 7, Article 3.
Available at:
https://digscholarship.unco.edu/jeri/vol7/iss1/3
Included in
Curriculum and Social Inquiry Commons, Higher Education Commons, Higher Education and Teaching Commons, Language and Literacy Education Commons
