Dissertation
Exploring teachers' racial awareness about Black and Asian identities through race-based professional development and implicit racial bias: a mixed methods case study
Doctor of Education (Ed.D.), Drexel University
Dec 2023
DOI:
https://doi.org/10.17918/00001929
Abstract
The purpose of this mixed methods descriptive case study was to explore teachers' racial awareness about Black and Asian identities through race-based professional development (PD) and implicit racial bias. Teachers unintentionally bring implicit biases into the classroom experience which can impact student racial identity development. This study recognized that implicit biases can be interrupted through ongoing learning opportunities for teachers. This researcher examined how race-based PD experiences can vary depending on teachers' implicit associations of Black and Asian identities, using the Implicit Association Test (IAT) at a single sex independent high school in Southern New England, Connecticut. To situate the study, three research streams were explored: (1) teacher role in student racial identity development; (2) implicit racial bias in teachers; and (3) race-based PD for teachers. This study aimed to investigate the following overarching research question: What is the relationship between race-based PD and implicit racial bias in teachers? The sub-questions to the overarching research question were investigated through a qualitative approach using semi-structured one-on-one interviews and a quantitative approach using chi-square and one-way analysis of variance (ANOVA) tests. Findings from the study suggest: (a) Teachers may be able to articulate their awareness around their own implicit racial biases; (b) Teachers have varying race-based PD needs; and (c) External factors may influence teachers' engagement in race-based PD experiences.
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Details
- Title
- Exploring teachers' racial awareness about Black and Asian identities through race-based professional development and implicit racial bias
- Creators
- Carissa Hyunhee Casey
- Contributors
- Peggy Kong (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- viii, 124 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991021819014604721