Journal of Education & Social Policy

Implicit Bias Awareness and Intervention Influence on In-service Classroom Teachers Promoting Equity in School Discipline: A Mixed Methods Study
James L. Pate, Ph. D; Lantry L. Brockmeier, Ph. D; John Lairsey, Ed. D; Denise L. Hill, Ed. D; Nicholas R. Chastian, Ed. D

Abstract
Schools and districts across the nation have long sought pragmatic solutions to resolve problems associated with discipline disproportionality. This study examined the topic of equity in school discipline from the perspective of classroom teachers. Using the Teacher Multicultural Attitudes Survey (TMAS) and the race Implicit Association Test (IAT), 60 in-service classroom teachers completed the quantitative portion of the study while nine teachers participated in the qualitative portion of the study. Results from the quantitative portion of the study were not statistically significant, yet several issues of practical significance were identified. Teacher repeated measure scores on the IAT indicated a slight change in preference from White to Black skin. In contrast, teacher pretest and posttest scores on the TMAS indicated teachers had less awareness of and sensitivity to multicultural issues in their classroom. Interview data, however, indicated teachers seeking to improve their efficacy were willing to discuss and address this problem.

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