"Does This Mean I Am Racist, Distrust, or Dislike People of Color?" A DisCrit Qualitative Study of Implicit Bias among Preservice and Practicing Special Educators

Autor/inn/en	Chiu, Calli Lewis; Sayman, Donna; Lusk, Mandy E.; Kressler, Benikia; Cote, Debra
Titel	"Does This Mean I Am Racist, Distrust, or Dislike People of Color?" A DisCrit Qualitative Study of Implicit Bias among Preservice and Practicing Special Educators
Quelle	In: Issues in Teacher Education, 31 (2022) 1, S.6-34 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Racial Bias; Racial Discrimination; Preservice Teachers; Special Education Teachers; African American Students; Students with Disabilities; Critical Theory; Race; Culturally Relevant Education; Graduate Students; Undergraduate Students; Student Attitudes; Reflection + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Racial bias; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Kritische Theorie; Rasse; Abstammung; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Schülerverhalten
Abstract	It is critical that educators learn about the concept of implicit bias and contemplate any unconscious biases they may hold since Black students disproportionately experience punitive school disciplinary consequences and placement into programs for students with disabilities. Greenwald and colleagues' early (1998) research on implicit association established a foundation and framework for a tremendous amount of research related to teachers' implicit associations and students' educational pathways. The current study is framed on a foundation of social justice as it applies to special education through the combined lens of Disability Studies and Critical Race Theory known as Disability Critical Race Theory. The theory provides a framework that can be used to help preservice teachers make sense of the complex intersection of race and perceptions of ability. This qualitative study examined how preservice and practicing special educators acknowledge and reflect on implicit biases they may have. The findings underscore the need for teacher preparation programs to focus on supporting an understanding of bias specifically what it is, what it is not, and why it is a critical concept. (As Provided).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01