Effects of Implicit Bias on Children's Early Outcomes
The overall purpose of this project is to examine the impact of implicit bias on preschool-aged children’s outcomes. Implicit bias refers to mental associations linking social groups to stereotypic attributes. These associations form the basis for stereotypic thoughts and feelings that come to mind involuntarily, i.e., independent of whether a person consciously believes or rejects those thoughts and feelings.
Troubling disparities in child discipline and development (e.g., the “word gap”) can manifest early for lower income and/or minority children and can have lasting consequences. Therefore, identifying factors like implicit bias that contribute to these disparities is of paramount importance if we want to reduce educational disparities and achieve equitable student outcomes.
This project has three specific aims: (1) Determine associations between teachers' implicit biases, teacher expectations, teacher-child interactions and child outcomes; (2) Explore if teacher demographic factors have a relationship between teachers' implicit biases and child outcomes; and (3) Explore both the additive effect of teacher bias (two teachers hold similar bias) and bias discrepancy between teachers on child outcomes.
This is the first study of its kind in the field of early childhood education.
444 Minnesota Ave., Ste 300
Kansas City, KS 66101