Using a contemplative practice intervention in teacher education courses to neutralize implicit racial bias: a feasibility study

Abstract

This study examined the preliminary impact of a contemplative practice intervention on the implicit racial biases of 22 participants enrolled in teacher preparation courses using a mixed-methods, pre/post-test design. Quantitative analyses determined whether there were statistically significant differences in implicit racial bias before and after the intervention, and qualitative data from participants’ written reflections were used to understand participant experiences with the intervention. Results suggested that the intervention was associated with decreases in implicit racial bias. Moreover, participant reflections suggested preliminary social validity of the intervention. Taken together, the contemplative practice intervention used in this feasibility study is a promising approach to neutralize prospective and current teachers’ implicit racial bias.