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ERIC Number: EJ1360614
Record Type: Journal
Publication Date: 2022
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2053-535X
EISSN: N/A
Stereotype Threat and Colorblindness
Pepis, Tara Ananda
Journal for Multicultural Education, v16 n2 p184-194 2022
Purpose: This paper aims to analyze the interviews conducted with preservice teachers. The analysis seeks to surface how colorblindness and stereotype threat may influence preservice teachers' perceived implicit biases. Design/methodology/approach: This is a mixed-methods study that used quantitative data from the implicit association test (IAT) over three-time points to determine the implicit bias levels of preservice teachers. This paper reports on the qualitative findings related to the stereotype threat of interview participants. Findings: The interviews revealed that participation in the study caused a defensive reaction related to stereotype threat. Despite having participated in an intervention that, on average, reduces bias as measured by the IAT participants' expressed stereotyped beliefs about children of color and minimized the salience of race e.g. saying they did not see color. However, the interviews reveal that the participants believed that the intervention had made them aware of their own implicit biases and that it was within their ability to change these biases. These findings indicate that although considering implicit bias makes teacher candidates uncomfortable, it may also be an effective addition to teacher preparation programs. Originality/value: This study used the IAT and an intervention to make preservice teachers aware of their own biases. During the interview process, there was significant evidence of stereotype threat among the participants who agreed to participate in the open-ended session.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Implicit Association Test
Grant or Contract Numbers: N/A