Start By Reading The Atlantic Article On Black Preschool Tea

Start By Reading The Atlantic Articleeven Black Preschool Teachers

A) Start by Reading the Atlantic Article: Even Black Preschool Teachers Are Biased (Link HERE) ( ) B) Address the following questions in your response: a) In your own words, what is implicit bias? How can implicit bias be driving differences in teacher expectations? b) Overview the design of one of the studies (make sure to mention the IV and the DV)? Where was deception in the study and why was it necessary? c) In your own words, what were the results of the study you overviewed? d) What can we do with the results of research in this area? e) Discuss your reactions, use of research on this area of educational psychology and/or thoughts on the research topic. 250 Words in APA Format

Paper For Above instruction

Implicit bias refers to the unconscious attitudes or stereotypes that influence individuals' perceptions, decisions, and actions without their conscious awareness. In the context of education, implicit bias among teachers can influence expectations and interactions with students based on characteristics such as race, gender, or socioeconomic status. For example, teachers may unconsciously expect less academic achievement from minority students, which can affect their behavior and the opportunities they provide, thus perpetuating achievement gaps.

The study highlighted in the Atlantic article employed an experimental design to investigate implicit bias among Black preschool teachers. The independent variable (IV) was the race of the preschooler depicted in the video, either Black or White, while the dependent variable (DV) was the teachers’ expectation of the child's academic potential, measured through their responses and ratings. Deception was involved because teachers were led to believe they were participating in a normal classroom experiment, but in reality, they viewed staged videos of children. This deception was necessary to eliminate social desirability bias, where teachers might otherwise alter their responses if they knew the true purpose of the study.

Results indicated that Black teachers subconsciously held lower expectations for Black children compared to White children, revealing the subtle yet significant influence of implicit bias. These findings demonstrate that even teachers of the same racial background are not immune to biases, which can inadvertently impact student outcomes. Understanding these biases offers a crucial step toward addressing persistent educational inequalities.

Research like this emphasizes the importance of ongoing bias training and interventions aimed at increasing teacher awareness of implicit biases. Schools can implement professional development focused on cultural competence, bias reduction, and equitable teaching practices. Additionally, policies that support diverse hiring and mentorship programs can further promote fairness and positive student-teacher interactions across racial lines.

Personally, I find this research compelling because it highlights how unconscious biases are pervasive, even among individuals committed to equity. It underscores the importance of continuous self-awareness and institutional efforts to minimize bias in education. From an educational psychology perspective, these findings reinforce that awareness alone is insufficient; targeted interventions are necessary to create truly equitable learning environments.

References

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