Center for Healthy Minds, University of Wisconsin-Madison, USA; Department of Educational Psychology, University of Wisconsin-Madison, USA.
Center for Healthy Minds, University of Wisconsin-Madison, USA.
J Sch Psychol. 2022 Apr;91:50-64. doi: 10.1016/j.jsp.2021.12.002. Epub 2022 Jan 13.
Automatic race bias, which is the tendency to associate positive attributes more quickly with White as compared to Black faces, reflects enculturation processes linked to inequitable teaching behaviors. In sample of undergraduate preservice teachers (N = 88), we examined whether a novel mindfulness and connection practice intervention without anti-bias content incorporated into undergraduate teacher education would result in reduced automatic race bias favoring White faces. Random assignment to the intervention predicted significantly reduced race preference for White child faces immediately after the intervention. These significant reductions persisted at the 6-month follow-up, which are the most durable reductions in automatic race bias reported to date in adults. Data from semi-structured interviews indicated that the intervention enhanced self-awareness and self-regulation while reducing automatic responding among preservice teachers. These qualities are instrumental to adaptive teaching and putative mechanisms for reducing automatic race bias. The potential value of integrating mindfulness and connection practices into undergraduate preservice teacher education is discussed.
自动种族偏见，即与黑人相比，人们更倾向于更快地将积极属性与白人面孔联系起来，这反映了与不平等教学行为相关的文化塑造过程。在一组本科职前教师样本中（N=88），我们研究了一种新颖的正念和联系实践干预措施，该措施没有纳入本科教师教育中的反偏见内容，是否会导致减少偏向白人面孔的自动种族偏见。随机分配到干预组的被试在干预后立即表现出对白人儿童面孔的种族偏好显著降低。这些显著的减少在 6 个月的随访中仍然存在，这是迄今为止在成年人中报告的自动种族偏见最持久的减少。半结构化访谈的数据表明，干预措施增强了职前教师的自我意识和自我调节能力，同时减少了他们的自动反应。这些素质对于适应性教学和减少自动种族偏见的假设机制是至关重要的。讨论了将正念和联系实践融入本科职前教师教育中的潜在价值。
