Implicit Bias: Principal Leadership and Social Justice

Benson & Ellison (2017) contend that among the first steps toward addressing a more diverse school and student body is an augmentation of cultural competency leadership, which begins with principals knowing how to address their own implicit biases as leaders in their schools. The purpose of this qualitative research study was to explore different ways principals address implicit biases within their schools and what is needed to help them address implicit bias with teachers and staff. The study addressed two research questions: “What do school principals perceive as biases among teachers and staff?” and “What do principals perceive is needed to help them address implicit biases in their schools?”