Abstract
Recent research and scholarship have highlighted anti-Black bias in today’s schools. This study explored the perceptions that in-service educators had regarding the ways anti-Black bias is represented in schools. This basic qualitative study included one open-ended question that investigated school personnel’s perspectives regarding how anti-Black bias is represented in the schools. A qualitative content analysis was performed on the open-ended question. Participants included 18 in-service educators enrolled in a summer multicultural special education course that is a required course in the department’s special education master’s program. Results from the content analysis yielded 47 unique statements from 18 responses. From the 47 unique statements, four main categories were established that described anti-Black bias in school: normalizing Whiteness, denial of opportunity, over disciplining, and teacher labeling. Implications for educators and administrators are discussed.
Recommended Citation
Brown, Monica R.
(2022)
"A Content Analysis of Educators’ Perceptions of Anti-Black Bias: Implications for Black Students,"
Journal of Multicultural Affairs: Vol. 7:
Iss.
2, Article 3.
Available at:
https://scholarworks.sfasu.edu/jma/vol7/iss2/3