Barriers and Progress in Diversity Training: Educators Working to Reduce Their Implicit Bias
Abstract
This study aimed to examine what happens when school staff engages in diversity training to reduce their implicit bias. Specifically, the prejudice habit-breaking intervention was utilized to increase participants’ awareness of bias, change their attitudes about bias, and change discriminatory behavior. Participants were taught two strategies: individuation and creating contact, and they were asked to implement the strategies, reflect on their experiences, and attend meetings to discuss their experiences. Meeting transcripts, participants’ written reflections, and follow-up interview transcripts were analyzed. Findings showed many hindrances to progress: group dynamics, time, language, and the effects of whiteness. Despite these hindrances, participants gained awareness and began to change their behavior. The findings have implications for how diversity programs are developed, particularly the configuration of groups and procedures throughout the programs.
Subject Area
Multicultural Education|Teacher education
Recommended Citation
Skluzacek, Sara Cecile, "Barriers and Progress in Diversity Training: Educators Working to Reduce Their Implicit Bias" (2022). ETD Collection for Fordham University. AAI29258053.
https://research.library.fordham.edu/dissertations/AAI29258053
