Examining the Effects of Embedding Implicit Bias Within Curricular Interventions

Abstract

This project delves into the effects of integrating implicit bias into curricular interventions for 80 second year undergraduate criminology students. Implicit bias, characterised by unconscious assumptions, significantly influences perceptions and behaviours. This project is driven by two primary objectives. Firstly, it underscores the role of academic institutions in fostering inclusive learning environments. Secondly, it seeks to broaden our understanding of embedding implicit bias within curricula. This project acknowledges the challenge of measuring reductions in implicit bias due to its unconscious nature. However, evidence suggests that embedding implicit bias raises awareness, which in turn offers confidence in employing strategies to mitigate biases. This project measures the impact of implicit bias integration on students' confidence levels in recognising, defining, and addressing bias via completion of a pre and post module survey, which bridges the gap between theory and practice by informing curriculum design and enhancing educational practices. These results suggest that there is a statistically significant difference in mean scores before and after the module for all questions, indicating that the module had a significant impact on students' perceptions and understanding of implicit bias. These findings have implications for creating inclusive learning environments.

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Author Information
April Smith, University of Portsmouth, United Kingdom
Paschal Officha, University of Portsmouth, United Kingdom

• Category: Curriculum Design & Development

Posted by James Alexander Gordon

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