Implicit Gender Bias in the Classroom: Memories From K–12 Education

• In Event: Supporting Pre- and In-Service Educators

Abstract

This study investigated what memories that demonstrated implicit gender bias preservice teachers (PSTs) recalled from their K-12 education. These memories may be connected to the PSTs’ embedded implicit biases and indicate the long-term impact of teachers’ biases on students. A total of 137 undergraduate PSTs from two universities were surveyed regarding gender expectations and recognition of LGBTQ+ people. Results indicated an inconsistency between espoused beliefs and practices within the classrooms. Because schools often reflect society’s norms and perpetuate them through implicit bias, understanding what biases are currently accepted and reinforced in schools allows teacher education programs to unpack these specific biases with their preservice teachers in order to promote greater equality and reduce sexism in our society.

Authors

• Melissa J. Marks, University of Pittsburgh - Greensburg

• Michelle Amodei, Slippery Rock University of Pennsylvania