Implicit Bias in the Era of Social Desirability: Understanding Antiblackness in Rehabilitative and Punitive School Discipline

Abstract

Recent research provides evidence that teachers’ implicit bias may impact school discipline but has poorly defined discipline. This research examines if implicit bias impacts 7 discrete types of disciplinary decisions, ranging from punitive to rehabilitative. A survey featuring racial priming was administered to teachers (n = 287). Results suggest that implicit racial processing has more impact on punitive disciplinary decisions over rehabilitative ones. Interestingly, teachers were harsher against White students, which is counterintuitive to what we know about anti-Black implicit bias and racial disparities in discipline. Results suggests that social desirability is a powerful force that attempts to override anti-Black bias in certain contexts but could lead to a harmful lowering of expectations for Black students.