Integrating mindfulness and connection practices into preservice teacher education results in durable automatic race bias reductions.
Integrating mindfulness and connection practices into preservice teacher education results in durable automatic race bias reductions.
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DOI：
10.1016/j.jsp.2021.12.002
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发表时间：
2022-04
影响因子：
5
通讯作者：
Davidson RJ
中科院分区：
文献类型：
--
作者：
Hirshberg MJ;Flook L;Moss EE;Enright RD;Davidson RJ
与黑人面孔相比，自动种族偏见倾向于更快地将积极属性与白人面孔联系起来，这反映了与不公平教学行为相关的文化适应过程。在88名本科职前教师样本中，我们检验了在本科教师教育中引入不含反偏见内容的新颖正念和连接实践干预是否会减少偏向白人面孔的自动种族偏见。随机分配干预预测显著降低种族偏好白人儿童面孔后立即干预。这些显著的减少在6个月的随访中持续存在——这是迄今为止在成人中报道的最持久的自动种族偏见的减少。半结构化访谈的数据表明，干预增强了职前教师的自我意识和自我调节，同时减少了他们的自动反应。这些品质有助于适应性教学和减少自动种族偏见的假定机制。本文讨论了将正念和连接实践整合到本科职前教师教育中的潜在价值。
Automatic race bias, the tendency to more quickly associate positive attributes with White 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 – 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.
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