Teacher Experiences and Perceptions of Critical Implicit Race Bias Mitigation

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Teachers' Work and Policy

Abstract

This paper presents findings from a 10-month qualitative study of 12 mainly White and White-presenting Ontario teachers who participated in a variety of unconscious race bias mitigation activities. Working with critical race theory, second wave White teacher identity studies and social psychology literature, this paper explores teachers’ professional and personal perceptions of implicit race bias mitigation. Teacher participants engaged in critical reading on race and racism, completed implicit bias awareness training, used a variety of unconscious bias mitigation techniques in and out of the classroom, and provided ongoing reflections on these activities. Analyses of these data highlight the limitations of implicit bias work in the absence of critical learning around the broader historical, institutional and systemic elements of racism.

Authors

• Arlo Kempf, University of Toronto, Ontario Institute for Studies in Education

• Preeti Nayak, University of Toronto