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How implicit racial bias and concern about appearing racist shape K-12 teachers' race talk with students.

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Title: How implicit racial bias and concern about appearing racist shape K-12 teachers' race talk with students.
Authors: Tropp, Linda R.1 (AUTHOR), Rucinski, Christina L.1,2 (AUTHOR) crucinski@umass.edu
Source: Social Psychology of Education. Aug2022, Vol. 25 Issue 4, p697-717. 21p. 6 Charts.
Subject Terms: *Teacher development, *Teachers, Racism, Race, Implicit bias
Abstract: Researchers and educators have increasingly recognized the importance of classroom discussions about race and racism—race talk—for student development, yet teachers often face significant psychological barriers to engaging students in race talk. This research draws on two large samples of U.S. K-12 teachers to examine how teachers' implicit racial biases and concerns about appearing racist may correspond with their intentions to engage and confidence about engaging students in race talk. Across both studies, teachers' greater implicit racial bias predicted lower intentions to engage students in race talk, yet it did not predict their confidence about engaging students in race talk. By contrast, concern about appearing racist predicted both lower intentions and confidence about engaging students in race talk, above and beyond the contributions of implicit racial bias and other teacher- and school-related factors. These findings highlight the need to address both implicit biases and concerns about appearing racist in teacher training and professional development, in order to support teachers and enhance their capacity to engage students in race-related discussions. [ABSTRACT FROM AUTHOR]
Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Researchers and educators have increasingly recognized the importance of classroom discussions about race and racism—race talk—for student development, yet teachers often face significant psychological barriers to engaging students in race talk. This research draws on two large samples of U.S. K-12 teachers to examine how teachers' implicit racial biases and concerns about appearing racist may correspond with their intentions to engage and confidence about engaging students in race talk. Across both studies, teachers' greater implicit racial bias predicted lower intentions to engage students in race talk, yet it did not predict their confidence about engaging students in race talk. By contrast, concern about appearing racist predicted both lower intentions and confidence about engaging students in race talk, above and beyond the contributions of implicit racial bias and other teacher- and school-related factors. These findings highlight the need to address both implicit biases and concerns about appearing racist in teacher training and professional development, in order to support teachers and enhance their capacity to engage students in race-related discussions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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