Date of Award
5-11-2026
Document Type
Thesis
Degree Name
Ed.D. Transformational Teaching and Learning
Department
Secondary Education
First Advisor
Dr. Christopher Weiler
Second Advisor
Dr. Catherine McGeehan
Third Advisor
Dr. Helen Hamlet
Abstract
This qualitative case study examined how teachers engage in critical self-reflection of implicit bias and how that process influences their pedagogical awareness and classroom practices. Grounded in the Implicit Bias Theory, Adult Learning Theory, Transformative Learning Theory, and Culturally Sustaining Pedagogy, the study utilized the Harvard Implicit Association Test (IAT), reflective journaling, and engagement with the book Despite the Best Intentions: How Racial Inequality Thrives in Good Schools, to explore shifts in three participants’ beliefs and instructional approaches. Data sources included pre- and post-survey responses, IAT reflections, and ongoing journal entries, and semi-structured post-study interviews which were analyzed thematically. Findings revealed that participants initially expressed confidence in their ability to treat students equitably, often equating fairness with neutrality and strong relationships. However, engagement with the IAT and structured reflection prompted varying levels of cognitive dissonance and awareness of both individual and systemic bias. One participant demonstrated significant growth, moving from general awareness to actively reconsidering grading practices, expectations, and inclusivity within the classroom. A second participant exhibited moderate shifts, acknowledging bias and reflecting more intentionally on interactions, though still expressing tension and uncertainty. The third participant showed more subtle changes, transitioning from minimal awareness to recognizing issues of belonging and student engagement, but with limited evidence of instructional change. Across cases, the study highlights that awareness of bias does not automatically translate into pedagogical transformation; rather, change is gradual, complex, and often accompanied by resistance or ambivalence. Nonetheless, all participants demonstrated movement toward greater reflective practice and a developing sense of professional responsibility related to equity. These findings suggest that structured reflection, coupled with targeted resources, can serve as a catalyst for growth, though sustained support is necessary to translate awareness into meaningful and consistent classroom practice.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Blair, Louis D., "They Don’t Care About Us Here! The Intersectionality of Implicit Bias, Stereotype Threat, and the Need for Culturally Sustaining Pedagogy" (2026). Education Doctorate Dissertations. 55.
https://research.library.kutztown.edu/edddissertations/55
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons
