Quantitative study uncovers reduced desirability of creative student traits in teachers with pro-White bias, highlighting barriers to equitable identification in gifted education.
Key Points
To examine whether teachers' racial implicit bias influences their perceptions of the desirability of creative student characteristics and their self-reported personal creativity.
Surveyed educators (n = 173) using the Race Implicit Association Test (IAT) and the Teacher Perceptions of Student Characteristics Survey.
Conducted analyses of variance (ANOVA) and descriptive statistics to assess relationships between automatic racial preferences and ratings of student creativity.
Teachers with minimal automatic racial preferences rated creative student characteristics as significantly more desirable, whereas educators with strong pro-White bias rated creative traits the lowest.
Implicit racial bias showed no statistically significant relationship with ratings of non-creative traits or self-reported personal creativity.