AbstractAutomatic race bias, the tendency to more quickly associate positive attributes with White 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 partially integrated into undergraduate teacher education would result in reduced automatic race bias favoring White faces. Without including explicit anti-bias content, 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 – the most durable adult reductions in automatic race bias reported to date outside of children. Data from semi-structured interviews indicated that the intervention enhanced self-awareness and self-regulation while reducing automatic responding. 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.
Integrating mindfulness and connection practices into preservice teacher education results in durable automatic race bias reductions
