Exploring the Effects of a Teacher-Facing Intervention to Reduce Racial- and Disability-Based Disparities in School Punishment: AERA Sessions, 12:30 PM

• In Event: e-Lightening Ed-Talk Session 8

Abstract

In the poster, I will share findings from my dissertation study examining the effects of a brief mindfulness-based intervention designed to reduce the impacts of educator bias on school discipline decisions. Teachers are the single most important factor in determining student achievement compared to any other aspect of schooling, yet studies are finding that the majority of teachers hold implicit biases much like the general population. These biases can result in the differential treatment of students of color and students with disabilities, leading to disparate behavioral and academic outcomes. For instance, Black students diagnosed with an emotional/behavioral disability are punished more frequently and severely for the same behaviors compared to their White peers with and without disabilities (Losen, 2018). Mindfulness offers a novel approach to addressing the mental conditions in educators that can lead to biased disciplinary decisions in the classroom. In the poster presentation, I will share findings from a field experiment with teachers testing the hypothesis that a brief mindfulness training may reduce the impacts of bias in educators’ discipline decisions.

Author

• Lindsay Romano, New York University