Implicit Bias, Discipline, and Academic Disparities: Understanding White Teachers' Perceptions of Black Students

• In Event: Understanding and Enacting Equitable Practices: Developing a Shared Understanding of Equity-Centered Work

Abstract

Implicit biases of White teachers negatively affect the discipline of students of color even when their White counterparts commit the same infractions. White teachers’ implicit bias leads to differences in educational opportunities for students of color. There is a need to interrogate the inequity of how students of color are perceived and disciplined by their teachers. White teachers with implicit bias need to recognize their deficit thinking and change their mindset by acknowledging the uniqueness of students of color, the increase in diversity, changes in school dynamics, and that discriminating or having any bias is no longer socially tolerated.
Descriptors: equity, implicit bias, multicultural relevance

Authors

• Renalda Pamela Yeung, Chair of Board of Supervisors Stafford Virginia
  Presenting Author

• Laila Y. Sanguras, Baylor University
  Non-Presenting Author