東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Essence of Awareness of Implicit...

Miller, Kurtz Karlmichael.

Linked to FindBook

Google Book

Amazon

博客來

The Essence of Awareness of Implicit Bias: A Phenomenological Case Study of Educators' Stories of Coming to the Realization They Possess Implicit Bias.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Essence of Awareness of Implicit Bias: A Phenomenological Case Study of Educators' Stories of Coming to the Realization They Possess Implicit Bias./
Author:	Miller, Kurtz Karlmichael.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	297 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-08, Section: A.
Contained By:	Dissertations Abstracts International81-08A.
Subject:	Sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27765810
ISBN:	9781392542477

The Essence of Awareness of Implicit Bias: A Phenomenological Case Study of Educators' Stories of Coming to the Realization They Possess Implicit Bias.
Miller, Kurtz Karlmichael.

The Essence of Awareness of Implicit Bias: A Phenomenological Case Study of Educators' Stories of Coming to the Realization They Possess Implicit Bias. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 297 p.

Source: Dissertations Abstracts International, Volume: 81-08, Section: A.

Thesis (Ph.D.)--Miami University, 2019.

This item must not be sold to any third party vendors.

Teachers need a greater understanding of implicit (unconscious) bias and how these phenomena reinforce and support racist processes and systems. The current public education landscape in parts of the United States focuses too much attention upon data-based decision-making, integrated comprehensive systems, collaborative work in teacher teams, and so-called value-free improvement processes meant to enact system-wide changes in teaching. Unfortunately, there is not enough emphasis being placed upon altering teachers' implicit biases about African-American students. More research is needed to better understand the barriers teachers face in coming to the realization they harbor implicit bias toward African-Americans. This study offers an analysis of educators' perceptions and understandings of implicit (unconscious) bias by detailing their stories of how they came to the realization they possessed bias toward African-American students. My research question was: "What are the stories of educators who have come to the realization they possess implicit bias toward African-American students?" The title is somewhat of a misnomer because coming to the full realization of possessing implicit bias toward African-American students is quite difficult for Whites to attain. Three teachers in a diverse suburban school called Northfield High School -- adjacent to a "hypersegregated" Midwestern city -- were interviewed with the aim of understanding how they came to the realization they had implicit bias. The three participants answered questions in advance of being accepted into the study to demonstrate they had an interest in studying and an understanding of implicit bias. An initial interview was conducted to understand teachers' educational pasts, presents, and imagined futures without implicit bias. A follow-up interview gauged teachers' understandings of implicit bias on the basis of open-ended questions about readings. The findings indicated White participants possessed significant barriers preventing them from coming to the full realization they harbored implicit bias. Barriers often prevent Whites from realizing personal biases. The barriers include the lack of knowledge of bias, a colorblind ideology, an ignorance of the Black experience in America, structural isolation from African-Americans, and views of so-called reverse discrimination. The single African-American participant readily admitted her believed biases while the two White participants either completely denied having implicit bias or cautiously sidestepped the questions while accepting other tenets of racism. This study may add valuable insights to the literature on implicit (unconscious) bias about how Whites come to the realization they harbor implicit bias toward African-American students through vignettes as well as autobiographical storytelling through the method of currere.

ISBN: 9781392542477Subjects--Topical Terms:

516174
Sociology.
Subjects--Index Terms:

Implicit bias

The Essence of Awareness of Implicit Bias: A Phenomenological Case Study of Educators' Stories of Coming to the Realization They Possess Implicit Bias.
LDR:04340nmm a2200445 4500 001 2232960
005 20210628081311.5
008 210928s2019 ||||||||||||||||| ||eng d
020 $a 9781392542477
035 $a (MiAaPQ)AAI27765810
035 $a (MiAaPQ)OhioLINKmiami1574284477424395
035 $a AAI27765810
035 $a 2232960
040 $a MiAaPQ $c MiAaPQ
100 1 $a Miller, Kurtz Karlmichael. $3 3480553
245 1 4 $a The Essence of Awareness of Implicit Bias: A Phenomenological Case Study of Educators' Stories of Coming to the Realization They Possess Implicit Bias.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 297 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-08, Section: A.
502 $a Thesis (Ph.D.)--Miami University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Teachers need a greater understanding of implicit (unconscious) bias and how these phenomena reinforce and support racist processes and systems. The current public education landscape in parts of the United States focuses too much attention upon data-based decision-making, integrated comprehensive systems, collaborative work in teacher teams, and so-called value-free improvement processes meant to enact system-wide changes in teaching. Unfortunately, there is not enough emphasis being placed upon altering teachers' implicit biases about African-American students. More research is needed to better understand the barriers teachers face in coming to the realization they harbor implicit bias toward African-Americans. This study offers an analysis of educators' perceptions and understandings of implicit (unconscious) bias by detailing their stories of how they came to the realization they possessed bias toward African-American students. My research question was: "What are the stories of educators who have come to the realization they possess implicit bias toward African-American students?" The title is somewhat of a misnomer because coming to the full realization of possessing implicit bias toward African-American students is quite difficult for Whites to attain. Three teachers in a diverse suburban school called Northfield High School -- adjacent to a "hypersegregated" Midwestern city -- were interviewed with the aim of understanding how they came to the realization they had implicit bias. The three participants answered questions in advance of being accepted into the study to demonstrate they had an interest in studying and an understanding of implicit bias. An initial interview was conducted to understand teachers' educational pasts, presents, and imagined futures without implicit bias. A follow-up interview gauged teachers' understandings of implicit bias on the basis of open-ended questions about readings. The findings indicated White participants possessed significant barriers preventing them from coming to the full realization they harbored implicit bias. Barriers often prevent Whites from realizing personal biases. The barriers include the lack of knowledge of bias, a colorblind ideology, an ignorance of the Black experience in America, structural isolation from African-Americans, and views of so-called reverse discrimination. The single African-American participant readily admitted her believed biases while the two White participants either completely denied having implicit bias or cautiously sidestepped the questions while accepting other tenets of racism. This study may add valuable insights to the literature on implicit (unconscious) bias about how Whites come to the realization they harbor implicit bias toward African-American students through vignettes as well as autobiographical storytelling through the method of currere.
590 $a School code: 0126.
650 4 $a Sociology. $3 516174
650 4 $a Pedagogy. $3 2122828
650 4 $a African American studies. $3 2122686
650 4 $a Educational psychology. $3 517650
650 4 $a Educational sociology. $3 519608
650 4 $a Teacher education. $3 3172312
653 $a Implicit bias
653 $a Colorblind ideology
653 $a Realization of implicit bias
653 $a Teachers understandings of implicit bias
653 $a Barriers to the realization of implicit bias
653 $a Overcoming implicit bias
690 $a 0626
690 $a 0530
690 $a 0525
690 $a 0340
690 $a 0449
690 $a 0296
690 $a 0456
710 2 0 $a Miami University. $b Educational Leadership. $3 3174487
773 0 $t Dissertations Abstracts International $g 81-08A.
790 $a 0126
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27765810