Examining Implicit Biases of Pre-Service Educators Within a Professional Development Context

Abstract

The opportunity gap, or conditions and barriers that impede the academic performance and school experience of minoritized students, may be exacerbated by educators' implicit biases. The aim of this qualitative study was to understand preservice educators' awareness of individual, structural, and systemic racism with regard to implicit bias. Our sample included 154 preservice educators, enrolled in an anti-bullying/harassment/discrimination training, which is required for any New York State (NYS) educator certification. Educators responded to questions about group generalizations, factors contributing to these biases, and how biases may affect their behavior toward students. Our content analysis revealed several themes, most notably that frequent biases existed toward Asian/Asian Americans, Black/African Americans, males, and people from socioeconomically disadvantaged backgrounds. Although participant responses reflect an open-minded approach to discussing bias, many responses reflected no observable desire to change potentially biased interactions with students. Responses with racially held biases aligned with the tenets of critical race theory (CRT), particularly racism as permanent and racism as normalized. Implications for practice, with an emphasis on anti-bias training and professional development, are discussed.

Cultural Influences in Language Learning in a Global Context

“…When individuals harbor preconceived notions about a culture, these notions can inadvertently seep into their understanding of the language itself, potentially hindering the learning process (Breese et al, 2023). However, it's important to recognize that stereotypes and biases are not inherent to the language or culture but are rather a product of limited exposure and understanding.…”