Integrating mindfulness and connection practices into preservice teacher education results in durable automatic race bias reductions.

ABSTRACT: 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-structur

SUBMITTER: Hirshberg MJ 

PROVIDER: S-EPMC8900452 | biostudies-literature | 2022 Apr

REPOSITORIES: biostudies-literature