Supporting Biology Laboratory and Recitation Instructors’ Understanding of Implicit Bias: Increasing Teacher Awareness to Make Change in the Classroom

Implicit bias significantly influences classroom dynamics and student learning, yet many biology instructors receive inadequate training to address these biases. This study explores how structured teaching professional development (TPD) enhances instructors’ awareness of implicit biases and promotes inclusive teaching. During a workshop at instructor orientation, participants completed Implicit Association Tests and actively engaged in discussions about bias and interventions in the classroom. After the workshop, instructors completed a post-training survey, and their students’ perception of inclusivity was measured on the Student Assessment of Learning Gains. Results indicated that the training increased instructors’ self-awareness and prompted reflection on how bias may influence classroom interactions, while motivating the consideration of inclusive teaching strategies. However, time limitations, inconsistent baseline awareness, and challenges in translating training into classroom practices were persistent obstacles reported. Student surveys generally indicated positive perceptions of instructor support for bias awareness, although experiences varied across classrooms. This study identifies actionable steps to refine TPD programs to better support equitable science education. These findings inform the design of scalable training models and contribute to broader efforts to improve inclusive teaching practices in undergraduate science education. This work emphasizes the critical role of bias awareness and mitigation in fostering inclusive learning environments.