McNair Summer Research Program
Faculty Mentor(s)
Rebekah Wanic
Publication Date
Summer 8-7-2026
Disciplines
Developmental Psychology | Disability and Equity in Education | Early Childhood Education | Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Leadership | Educational Methods | Educational Psychology | Elementary Education | Elementary Education and Teaching | Industrial and Organizational Psychology | Junior High, Intermediate, Middle School Education and Teaching | Other Teacher Education and Professional Development | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Psychology | School Psychology | Secondary Education | Secondary Education and Teaching | Social and Philosophical Foundations of Education | Social Psychology | Student Counseling and Personnel Services | Teacher Education and Professional Development
Description, Abstract, or Artist's Statement
Differences in disciplinary referrals based on race have led many to argue that bias may influence disciplinary decisions. Implicit bias (IB) training is designed to address such disparities by raising awareness of biases that may impact assessment of behavior and disciplinary decisions. In recent years, many have questioned the validity of IB as a construct and also the potential impact of training. Some scholars argue that these programs fail to produce meaningful behavioral change and may unintentionally reinforce or increase bias. The aim of the present study was to investigate how individuals receive and respond to such training. Sixteen K-12 educators participated in structured interviews using scaled and open-ended responses to assess their experiences with and perceptions of IB training. Educators discussed the perceived strengths and limitations of IB training, as well as its impact on classroom practice. Participants generally reported that IB training was most effective when it included opportunities for reflection, discussion, behavioral practice, and application to real-world educational settings. Findings also highlighted the importance of ongoing engagement and follow-up. Responses recommendations for improving IB training programs in educational environments, and are discussed in conjunction with these recommendations. Areas for future research are highlighted.
Creative Commons License
This work is licensed under a CC BY-NC License
Included in
Developmental Psychology Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Industrial and Organizational Psychology Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, School Psychology Commons, Secondary Education Commons, Secondary Education and Teaching Commons, Social and Philosophical Foundations of Education Commons, Social Psychology Commons, Student Counseling and Personnel Services Commons