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] |
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| Database: | Education Research Complete |
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