Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Jan Hammond, Ed.D.

Second Advisor

Paula Lester, Ph.D.

Third Advisor

Milton Strong, Ed.D.

Abstract

This study investigates the role of implicit racial bias in limiting Black students’ access to advanced science, technology, engineering, and mathematics (STEM) opportunities in secondary public schools across Long Island (LI), New York. Using a mixed-methods approach, the study triangulates data from Harvard’s Implicit Association Test (IAT), a custom-designed Likert-style self-perception survey, and open-ended participant reflections. A custom-coded, anonymous online platform was used to assess all instruments. After completing the survey and IAT, participants reviewed both sets of results and responded to reflection prompts about the alignment or misalignment between the two. Although 78% of participants rated themselves as highly equitable, 65% demonstrated moderate to strong pro-White bias on the IAT. Qualitative analysis revealed that 79% of participants responded reflectively, proposing strategies such as transparent placement protocols, consistent equity training, and stronger mentorship systems for underrepresented students. In contrast, 21% exhibited defensive responses, consistent with the discomfort and rationalization predicted by cognitive dissonance theory (Festinger, 1957). This inquiry is guided by the intersecting theoretical lenses of critical race theory (Ladson-Billings & Tate, 1995), social cognitive theory (Bandura, 1986), and cognitive dissonance theory. The findings suggest that bias awareness alone has a limited impact on increasing equitable access to STEM courses. Without real accountability from leadership, the necessary system redesign will leave inequities unchanged. This study highlights the importance of coordinated action across classrooms, schools, and leadership structures to promote equity in education.

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