Literaturnachweis - Detailanzeige
| Autor/inn/en | Brindell, Michel Boudreaux; Brackman, Timothy James |
|---|---|
| Titel | A Study of Educators' Understanding of Implicit Bias and How Implicit Bias Affects Student Learning in the State of Missouri |
| Quelle | (2018), (183 Seiten)
PDF als Volltext Ed.D. Dissertation, Saint Louis University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4386-0900-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Bias; Superintendents; Management Development; Faculty Development; Attitude Measures; Attitude Change; Administrator Attitudes; Teacher Attitudes; Public Schools; Barriers; Knowledge Level; Identification; Missouri |
| Abstract | The premise of this project was to determine if superintendents in the state of Missouri were aware of implicit bias and if districts were providing training to the administration, faculty, and/or staff to mitigate implicit bias in the classroom and thus, help all students maximize their learning. This was accomplished by constructing and distributing a survey, which was vetted by an expert panel and then distributed to 561 public school superintendents in the state of Missouri, USA. In total, the survey elicited 74 responses with an overall response rate of 13%. The team's research led to four major findings from the review of existing literature. They are: 1. Everyone has implicit bias (Gilliam, et al., 2016). 2. The Implicit Association Test (IAT) and other instruments can effectively measure implicit bias. 3. While implicit bias has been studied in many areas including the medical field, the workplace, the criminal justice system, the educational system, etc., there is a need for much greater study in each of these fields. 4. Implicit biases, while difficult to change without ongoing, consistent attention, are indeed malleable. Four major findings resulted from the team's study within the state of Missouri. They are: 1. Fifteen percent of the public school superintendents in the state of Missouri who responded to the survey identified implicit bias as a top educational concern. 2. Public school superintendents in the state of Missouri who responded to the survey indicated time and financial resources were less of a hindrance than knowledge when addressing implicit bias. 3. Ninety-three percent of the public school superintendents in the state of Missouri who responded to the survey indicated their district is not aware of instruments such as the Implicit Association Test to measure implicit bias. 4. Of the public school superintendents in the state of Missouri who responded to the survey, 19% of districts currently provide professional development about implicit bias during new teacher induction and 19% have provided professional development to teachers in the past three years. Thirty-seven percent of districts have plans to provide professional development in the next three years. Upon completion of the survey analysis, the team made the following recommendations as well as providing suggestions for further research in this area. Recommendation #1: District-wide data should be gathered to identify the level of implicit bias throughout the district. It is important not only to address implicit bias in the aggregate, but also at an individual employee level. Recommendation #2: Teachers and administrators must be made aware of the role implicit bias plays in the classroom and districts need to address how implicit bias impacts student learning in the classroom. Professional organizations must prioritize the study of implicit bias and impart appropriate pressure on lawmakers in this area. Specifically, a statewide program of implicit bias assessment and mitigation should be created and implemented. Recommendation #3: All school district personnel must increase their level of cultural connectedness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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