To Be Young, Creative, and Black: A Quantitative Exploration of Teachers’ Racial Implicit Bias and Perceptions of Creativity

Vollständiger Abstract

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This quantitative study examined whether teachers’ racial implicit bias relates to their perceptions of student creativity. It was hypothesized that lower levels of implicit bias would be associated with a higher desirability of creative characteristics and stronger self-reported personal creativity. Participants ( n = 173) completed the Race Implicit Association Test (IAT) and the Teacher Perceptions of Student Characteristics Survey. Data were analyzed using analyses of variance (ANOVA) and descriptive statistics to explore relationships between automatic preferences and perceptions of creativity. Results revealed a statistically significant difference in the desirability of creative traits based on bias levels: educators with minimal automatic preferences rated creative characteristics as most desirable, while those with strong pro-White bias rated them lowest. No significant relationship was found for non-creative traits or personal creativity. Findings suggest that addressing implicit bias is essential for equitable creativity identification and professional learning in gifted education.