Toward a racial equity bias: critical self-knowledge (CSK) in response to implicit bias

Issues of race, privilege, and cultural diversity in education have turned to the field of neuroscience for insights on how to disrupt pernicious and persistent racial disparities in student outcome data. This mixed methods study examined the impact of a two-day Unconscious Bias (UB) training intervention on five K-12 teachers. The research questions asked whether the training increased self-awareness of implicit racial bias, and produced corresponding shifts in classroom instructional practices with students of Color. Triangulation of multiple data sources including between pre- and post-training measures of the Implicit Apperception Test-Race (Race I AT), semi-structured interviews, and classroom observational data. Findings revealed that the UB training brought about some limited and uneven changes in the five teachers studied. While the results did not produce a significant group mean shift in implicit racial bias, several individual teachers demonstrated heightened self-awareness of their hidden racial preferences. A concerning finding was that even after the UB training, several teachers continued to endorse colorblind narratives contrary to the training's intent. Consequently, this study sheds light on the need for an enhanced Critical Race Implicit Bias (CRIB) training paradigm that embeds content with a critical race analysis and a multidimensional (systemic, institutional, interpersonal, intrapersonal) conceptualization of implicit racial bias. Along with timely follow-up training structures to integrate training content into practice, it is argued that CRIB is vital to cultivating Critical Self-Knowledge (CSK) and a desirable form of racial bias referred to as a Racial Equity Bias. Implications of the findings for social justice leadership, educational equity, policy, and practice are discussed.