Term

Summer 2025

Capstone

Dissertation

Degree Name

EdD

Primary Advisor/Dissertation Chair

Trish Harvey

Abstract

This study examines the experiences of African American students who have experienced implicit bias in educational settings, addressing the research question: "What are the narratives of African American students who have experienced instances of implicit bias in the classroom?" Using Interpretative Phenomenological Analysis and Critical Race Theory as frameworks for inquiry, six randomly selected African American high school seniors were interviewed about their experiences regarding implicit bias during their time through grades K-12. Key findings revealed students' sophisticated pattern recognition of discriminatory treatment, limited positive media representation impacting self-perception, severe lack of African American teachers, curriculum gaps reducing Black history to trauma narratives, disciplinary disparities, and accumulating microaggressions creating hostile learning environments. Despite challenges, students demonstrated remarkable resilience and provided thoughtful recommendations for educational improvement. Results validate existing research on microaggressions while offering new insights into student awareness of bias. The study aims to develop professional development curricula helping educators recognize and address implicit bias effects without blame or shame, ultimately transforming educational environments to better serve African American students and honor their experiences.

Keywords

At-risk Students, Curriculum, Grades/ Student Performance, Multicultural Education

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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