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Analyzing the Role of Implicit Bias From a DisCrit Perspective: The Practical Application of Recommendations for the Pyramid Model Framework

Analyzing the Role of Implicit Bias From a DisCrit Perspective: The Practical Application of Recommendations for the Pyramid Model Framework
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Author(s): Kathy-Anne Jordan (Mercy College, USA), Susan Mariano Lapidus (Mercy College, USA) and Sudha Ramaswamy (Mercy College, USA)
Copyright: 2022
Pages: 21
Source title: Policy and Practice Challenges for Equality in Education
Source Author(s)/Editor(s): Theresa Neimann (Oregon State University, USA), Jonathan J. Felix (RMIT University, Vietnam), Elena Shliakhovchuk (National Transport University, Ukraine) and Lynne L. Hindman (Oregon State University, USA)
DOI: 10.4018/978-1-7998-7379-2.ch006

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Abstract

Using a disability studies/critical race theory (Discrit) lens, the authors reviewed and analyzed specific literature within the pyramid model (PM) framework—a three-tier hierarchical framework for promoting social-emotional competence and reducing challenging behavior among young children—to understand the model's framing of implicit bias and the specific strategies noted in the literature that help teachers to recognize and counteract implicit bias and subsequently reduce disciplinary inequities among Black preschool children. Findings revealed that although the PM literature discussed, defined, and emphasized the importance of cultural responsivity, it did not engage critically with the construct of implicit bias (i.e., racism and ableism), specifically as it relates to the experiences of children most vulnerable to disciplinary sanction. This chapter ends with suggestions to help readers rethink the PM framework as a way to shift practice toward more equitable experiences for Black children in their earliest years of schooling.

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