Examining Racial Bias in Education

Abstract

In this article we argue that social-psychological research on implicit racial associations—relatively unconscious associations based on race—is a fruitful area to explore for a greater understanding of how racial bias affects children in schools. We highlight the key insights of research on implicit racial associations and their implications for education. Further, we identify areas for research on implicit racial associations in education, calling for collaboration between scholars of racial inequality in education and scholars of implicit racial associations. This research is likely to provide a productive new perspective for understanding why and when teachers and other school personnel engage in behaviors that reproduce racial inequality, often in spite of best intentions and commitments to racial equity.

Conceptualizing Equity in the Implementation of California Education Finance Reform

“…In the transformative view, equity means challenging oppression, including racism and classism (Dixson and Rousseau 2005). This perspective suggests that oppression is perpetuated through structural practices, such as racial disproportionality in discipline (Anyon et al 2016) or course placement , as well as educators' implicit biases and expectations (Warikoo et al 2016). This view also assumes intersectionality: individuals possess multiple social identities, and an understanding of oppression must consider the interactions among the dynamics of race, national origin, class, gender, language, ability, and other constructions (Crenshaw 1991;Solórzano and Bernal 2001).…”

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“…Conversely, our results indicated that migrant, limited English proficient, and Hispanic students are underrepresented in the GAA. Even in cases of underrepresentation, implicit associations held by teachers and staff can contribute to racial inequality via racial bias (Warikoo, Sinclair, Fei, & Jacoby-Senghor, 2016). Perhaps educators are less equipped to detect cognitive disabilities in migrant, limited English proficient, and Hispanic populations due to language barriers or other cultural differences.…”