Shaping Educators for Equity: Examining the Impact of Social Justice Pedagogy on Pre-Service Teachers' Beliefs

This study utilized the Race Attitude Implicit Association Test (RA-IAT) to examine unconscious racial biases among pre-service teachers before and after completing a required education course incorporating an antiracist curriculum. Initial findings indicate that implicit biases can be influenced when open dialogue and reflection accompany the curriculum. The results highlight the necessity for teacher preparation programs to create spaces where students actively confront and challenge racism, rather than merely avoiding discussions on the topic. These curricula go beyond passively teaching about racism — they foster critical thinking about historical and systemic inequalities, promote diverse perspectives, and empower future educators to recognize and combat discrimination in their classrooms and broader society.