Using Culturally Responsive Instruction to Address the Impact of Implicit Bias in STEM Education

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Creating New Spaces and Methods for Equity in Science Teaching and Learning (Table 22)

Abstract

The purpose of this study was to examine how pre-service teachers might make sense of curriculum targeting the topic of racial bias. We designed and implemented a three-day curriculum intended to engage 36 undergraduate preservice STEM teachers in learning the major the concepts and consequences of implicit racial bias and assess students’ understanding of this curriculum as well as their expected teaching practices. A qualitative analysis of students’ written artifacts and assignment yielded that students learned that racial bias learned and can negatively impact teacher perceptions and student outcomes. Preservice teachers also shared that they were committed to make use of teaching strategies and felt confident in their abilities to identify strategies to mitigate implicit racial bias in their practice.

Authors

• Uchenna Emenaha Miles, University of Texas - San Antonio

• Ian Thacker, University of Texas - San Antonio

• Samantha Leihsing, University of Texas - San Antonio