TY - JOUR
T1 - Faculty/Staff Training to Examine Racial Implicit Bias
T2 - Findings and Implications for Creating Inclusive Educational Spaces
AU - Corte, Corinne
AU - Amrein-Beardsley, Audrey
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Nature B.V.
PY - 2024/2
Y1 - 2024/2
N2 - Inclusive educational spaces are necessary for post-secondary Black students to thrive. However, faculty and staff often, unintentionally, create non-inclusive educational spaces while exhibiting and perpetuating behaviors relative to race/racism and microaggressions driven by racial implicit bias. Via this mixed-methods study, researchers examined the effects that a set of training modules about race/racism, implicit bias, and microaggressions had on the attitudes of participating university faculty and staff, as well as their intentions toward creating inclusive educational spaces. More specifically, university faculty and staff members completed an online training during which they were provided information in separate modules about systemic and color-blind racism, implicit bias, microaggressions, and two components of inclusive educational spaces, culturally sustaining pedagogical and race-conscious educational practices. Researchers found participants’ attitudes, post-training, significantly and positively shifted relative to race/racism, implicit bias, and microaggressions. In addition, faculty and staff identified specific practices they intended to incorporate to facilitate more inclusive educational spaces for Black students. Researchers also drew implications from findings for other higher education settings.
AB - Inclusive educational spaces are necessary for post-secondary Black students to thrive. However, faculty and staff often, unintentionally, create non-inclusive educational spaces while exhibiting and perpetuating behaviors relative to race/racism and microaggressions driven by racial implicit bias. Via this mixed-methods study, researchers examined the effects that a set of training modules about race/racism, implicit bias, and microaggressions had on the attitudes of participating university faculty and staff, as well as their intentions toward creating inclusive educational spaces. More specifically, university faculty and staff members completed an online training during which they were provided information in separate modules about systemic and color-blind racism, implicit bias, microaggressions, and two components of inclusive educational spaces, culturally sustaining pedagogical and race-conscious educational practices. Researchers found participants’ attitudes, post-training, significantly and positively shifted relative to race/racism, implicit bias, and microaggressions. In addition, faculty and staff identified specific practices they intended to incorporate to facilitate more inclusive educational spaces for Black students. Researchers also drew implications from findings for other higher education settings.
KW - Black students
KW - Faculty development
KW - Inclusive educational spaces
KW - Microaggressions
KW - Racism
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U2 - 10.1007/s10755-023-09673-6
DO - 10.1007/s10755-023-09673-6
M3 - Article
AN - SCOPUS:85170403620
SN - 0742-5627
VL - 49
SP - 133
EP - 151
JO - Innovative Higher Education
JF - Innovative Higher Education
IS - 1
ER -