2025: Empowering the Future through Education, Diversity, and Hope
Training Educators to Identify and Mitigate the Influence of Bias
Location
Hemmingson Ballroom
Start Date
15-4-2025 11:15 AM
End Date
15-4-2025 12:15 AM
Description
Within education, higher levels of implicit and explicit racial bias have been associated to higher rates of discipline disparities in office discipline referrals and suspensions (Girvan et al., 2021), heightened disciplinary response (Okonofua & Eberhardt, 2015), expectations of academic achievement (Van Den Bergh et al., 2010), and positive student-teacher interactions (Tenebaum &Ruck, 2007). Researchers note that there is a lack of implicit bias research within the practice of school psychology (Romero et al., 2020), as trainings occur outside of the education workforce, or do not include student support specialists (psychologists, counselors, therapists, etc.). This study aims to implement an implicit bias training within a sample consisting primarily of student support specialists. Research questions include 1) To what extent does implicit bias training change attitudes about implicit bias and discipline practices, motivation to act equitably, and self-efficacy using strategies to reduce disparate outcomes? and 2) To what extent do the effects of implicit bias training vary by participant characteristics? 257 of over 500 participants completed the pre- and post- training surveys. Participants engaged in one of four implicit bias professional development sessions (2 to 2.5 hours in length) as a part of a virtual conference or as a standalone video conference session. Participants completed a survey that targeted five factors; Disposition Towards Discipline Practices (DDP), Self-Efficacy to Reduce Disparities (SRD), Awareness and Concerns about Bias (ACB) and Motivation to Respond without Prejudice. This factor consists of internal (IMRWP) and external (EMRWP) influences. Results indicate a statistically significant change across all scales, with a large effect size d = 1.17 detected in the SRD scale, t(257) = 18.83, p < .001. As implicated in this study, by leading implicit bias trainings and teaching strategies that may reduce disparate outcomes, school psychologists may develop more equitable, positive, and safer systems.
Recommended Citation
Gallo, John; Austin, Sean C.; and McIntosh, Kent, "Training Educators to Identify and Mitigate the Influence of Bias" (2025). Diversity & Social Justice in Education Conference. 20.
https://repository.gonzaga.edu/dsjconf/2025/general/20
Publication Date
2025
Training Educators to Identify and Mitigate the Influence of Bias
Hemmingson Ballroom
Within education, higher levels of implicit and explicit racial bias have been associated to higher rates of discipline disparities in office discipline referrals and suspensions (Girvan et al., 2021), heightened disciplinary response (Okonofua & Eberhardt, 2015), expectations of academic achievement (Van Den Bergh et al., 2010), and positive student-teacher interactions (Tenebaum &Ruck, 2007). Researchers note that there is a lack of implicit bias research within the practice of school psychology (Romero et al., 2020), as trainings occur outside of the education workforce, or do not include student support specialists (psychologists, counselors, therapists, etc.). This study aims to implement an implicit bias training within a sample consisting primarily of student support specialists. Research questions include 1) To what extent does implicit bias training change attitudes about implicit bias and discipline practices, motivation to act equitably, and self-efficacy using strategies to reduce disparate outcomes? and 2) To what extent do the effects of implicit bias training vary by participant characteristics? 257 of over 500 participants completed the pre- and post- training surveys. Participants engaged in one of four implicit bias professional development sessions (2 to 2.5 hours in length) as a part of a virtual conference or as a standalone video conference session. Participants completed a survey that targeted five factors; Disposition Towards Discipline Practices (DDP), Self-Efficacy to Reduce Disparities (SRD), Awareness and Concerns about Bias (ACB) and Motivation to Respond without Prejudice. This factor consists of internal (IMRWP) and external (EMRWP) influences. Results indicate a statistically significant change across all scales, with a large effect size d = 1.17 detected in the SRD scale, t(257) = 18.83, p < .001. As implicated in this study, by leading implicit bias trainings and teaching strategies that may reduce disparate outcomes, school psychologists may develop more equitable, positive, and safer systems.
Comments
Poster Session A