Addressing Implicit Bias in Educators: Strategies to Facilitate Inclusive and Equitable Education

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Diversity and Disruption Toward Equitable and Inclusive Education (Table 28)

Abstract

Becoming an equity minded teacher requires a life-long journey of reflection. Teachers must address their implicit biases through the development of critical consciousness, as diverse students, especially students of color and those with disabilities, are labeled with subjective disability categories that lead to segregated placements and are expelled at higher rates than their peers. The development of critical consciousness is therefore necessary to create and sustain an equitable education for all students. Through self-study methodology, we examined university course documents for evidence of learning opportunities to develop critical consciousness. As a result, we identified activities whereby educators develop their critical consciousness aligned with the four core goals of anti-bias education for young children: identity, diversity, justice, and advocacy.

Authors

• Cindy Collado, California State University - Sacramento

• Jacquelyn M. Urbani, Mills College at Northeastern University

• Candace Monroe