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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

Kathy-Anne Jordan, Susan Mariano Lapidus, Sudha Ramaswamy
Copyright: © 2022 |Pages: 21
ISBN13: 9781799873792|ISBN10: 179987379X|ISBN13 Softcover: 9781799873808|EISBN13: 9781799873815
DOI: 10.4018/978-1-7998-7379-2.ch006
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MLA

Jordan, Kathy-Anne, et al. "Analyzing the Role of Implicit Bias From a DisCrit Perspective: The Practical Application of Recommendations for the Pyramid Model Framework." Policy and Practice Challenges for Equality in Education, edited by Theresa Neimann, et al., IGI Global, 2022, pp. 102-122. https://doi.org/10.4018/978-1-7998-7379-2.ch006

APA

Jordan, K., Lapidus, S. M., & Ramaswamy, S. (2022). Analyzing the Role of Implicit Bias From a DisCrit Perspective: The Practical Application of Recommendations for the Pyramid Model Framework. In T. Neimann, J. Felix, E. Shliakhovchuk, & L. Hindman (Eds.), Policy and Practice Challenges for Equality in Education (pp. 102-122). IGI Global. https://doi.org/10.4018/978-1-7998-7379-2.ch006

Chicago

Jordan, Kathy-Anne, Susan Mariano Lapidus, and Sudha Ramaswamy. "Analyzing the Role of Implicit Bias From a DisCrit Perspective: The Practical Application of Recommendations for the Pyramid Model Framework." In Policy and Practice Challenges for Equality in Education, edited by Theresa Neimann, et al., 102-122. Hershey, PA: IGI Global, 2022. https://doi.org/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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