Integrating mindfulness and connection practices into preservice teacher education results in durable automatic race bias reductions.
Matthew J Hirshberg, Lisa Flook, Evan E Moss, Robert D Enright, Richard J Davidson
Author Information
Matthew J Hirshberg: Center for Healthy Minds, University of Wisconsin-Madison, USA; Department of Educational Psychology, University of Wisconsin-Madison, USA. Electronic address: hirshberg@wisc.edu.
Lisa Flook: Center for Healthy Minds, University of Wisconsin-Madison, USA.
Evan E Moss: Department of Curriculum and Instruction, University of Wisconsin-Madison, USA.
Robert D Enright: Department of Educational Psychology, University of Wisconsin-Madison, USA.
Richard J Davidson: Center for Healthy Minds, University of Wisconsin-Madison, USA.
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-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.
