Capstone Project Title
Rocio Shaw, James Gagnon
The awareness of implicit bias has grown significantly since 1977. Its subconscious and automatic processing effects are found to be significant factors in explicit action and attitudes in schools. There is an increased need for creating an equitable schooling experience for students in schools. Current literature suggests that there is a significance in teacher implicit racial bias in the classroom which leads to the inequity and disproportionality of exceptionality classes. A noted disproportionality in race for exceptionality classes in both Individuals with Disabilities Act and Every Student Succeeds Act urged the question: How can teachers’ recognition of their own implicit racial bias impact the equity of student placement into exceptionality programs? A professional development workshop was created to bring awareness to this topic; its function and applicability is explained. The workshop consists of a website platform that offers a nine week course to provide information on a teacher’s implicit racial bias. The professional development workshop has implications for all staff members who are involved with student placement.
Multicultural Education, Special Education, Staff Development, Teachers/ Teaching
Sartain, Alyson, "Implicit Racial Bias and Placement Processes in Education" (2022). School of Education and Leadership Student Capstone Projects. 784.
School of Education Student Capstone Projects