An Exploration of Researcher-Instructor Partnerships in Implicit Racial Bias Awareness and Mitigation

• In Event: Teacher Participation and Awareness: Poised for Participatory Work

Abstract

Seventy-six percent of minority students who enter college with declared majors in science, technology, engineering, and mathematics (STEM) do not graduate with STEM degrees. Implicit racial bias was indicated as a contributor to the challenges faced by Black students. This study explored whether a researcher-instructor partnership brought awareness to and the potential for mitigation of implicit racial bias in course delivery and instructor interactions with Black students in STEM classes. A qualitative case study was utilized to gather survey, observational, and interview data. Findings revealed instructors found the partnership offered a respectful and comfortable space to discuss implicit racial bias and was beneficial in bringing awareness to the impact of implicit racial bias and in improving instructor-student interaction.

Author

• Jacqueline Johnson Wilson, Partners for Equity in Education