Implicit Racial Bias and Pre/In-Service Teacher Educational Decision Making

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Preparing Special and Inclusive Educators to Promote Equity and Access

Abstract

The School-to-Prison Pipeline, continues to remain a deep concern within the field of special education (SpEd). Rooting out this problem involves understanding and eliminating race-based implicit bias(es). This exploratory qualitative study investigated the impact of race-based implicit bias on pre/in-service SpEd teachers’ educational decision making (e.g., behavioral and/or academic decision making). Using DisCrit as a critical lens, we examined the similarities and differences between consequences and behavioral and/or academic interventions participants decided upon depending on whether the student had a traditionally White or African-American name. Using qualitative analytical methods, seven themes were developed. This study provides preliminary data on the impact race-based implicit bias has on educational decision making within SpEd. Implications for teacher education programs are provided.

Authors

• Benikia Kressler, California State University - Fullerton

• Calli Lewis Chiu, California State University - Fullerton

• Donna M. Sayman, Wichita State University

• Mandy E. Lusk, Clayton State University

• Debra Lynn Cote, California State University - Fullerton