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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| Authors: | Gallo, John C. R.1,2 (AUTHOR) gallo@gonzaga.edu, Austin, Sean C.1 (AUTHOR), McIntosh, Kent1 (AUTHOR) |
| Source: | Psychology in the Schools. Oct2025, Vol. 62 Issue 10, p3988-3999. 12p. |
| Subject Terms: | *School discipline, *Teacher education, *Professional employee training, *Educational support, *Educational outcomes, Implicit bias, Racism, Fairness |
| 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. Summary: A 2‐h professional development session demonstrated a statistically significant increase in knowledge, attitudes, and beliefs about bias.Educators also demonstrated a statistically significant increase in knowledge of strategies to reduce disparate educational outcomes.Educators, regardless of demographic information, responded to survey scales similarly on pre‐training surveys. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell 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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| Header | DbId: ehh DbLabel: Education Research Complete An: 187949508 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of Implicit Bias Training on Educator Beliefs and Attitudes Related to Racial Bias. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gallo%2C+John+C%2E+R%2E%22">Gallo, John C. R.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> gallo@gonzaga.edu</i><br /><searchLink fieldCode="AR" term="%22Austin%2C+Sean+C%2E%22">Austin, Sean C.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McIntosh%2C+Kent%22">McIntosh, Kent</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Oct2025, Vol. 62 Issue 10, p3988-3999. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Implicit+bias%22">Implicit bias</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Fairness%22">Fairness</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. Summary: A 2‐h professional development session demonstrated a statistically significant increase in knowledge, attitudes, and beliefs about bias.Educators also demonstrated a statistically significant increase in knowledge of strategies to reduce disparate educational outcomes.Educators, regardless of demographic information, responded to survey scales similarly on pre‐training surveys. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell 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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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/pits.23586 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 3988 Subjects: – SubjectFull: School discipline Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: Educational support Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Implicit bias Type: general – SubjectFull: Racism Type: general – SubjectFull: Fairness Type: general Titles: – TitleFull: Effects of Implicit Bias Training on Educator Beliefs and Attitudes Related to Racial Bias. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gallo, John C. R. – PersonEntity: Name: NameFull: Austin, Sean C. – PersonEntity: Name: NameFull: McIntosh, Kent IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00333085 Numbering: – Type: volume Value: 62 – Type: issue Value: 10 Titles: – TitleFull: Psychology in the Schools Type: main |
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