(a) The General Assembly makes the following findings: (1) implicit racial bias influences evaluations of and behavior toward those who are the subject of the bias; (2) understanding implicit racial bias is needed in order to reduce that bias; (3) marginalized students would benefit from having access to educators who have worked to reduce their biases; and (4) training that helps educators overcome implicit racial bias has implication for classroom interactions, student evaluation, and classroom engagement; it also affects student academic self-concept. (b) The board shall require in-service training for teachers, administrators, and school support personnel to include training to develop cultural competency, including understanding and reducing implicit racial bias as outlined in Sections 10-22.39 and 3-11. (c) As used in this Section, "implicit racial bias" means a preference, positive or negative, for a racial or ethnic group that operates outside of awareness. This bias has 3 different components: affective, behavioral, and cognitive. .) and behavior toward those who are the subject of the bias; order to reduce that bias; access to educators who have worked to reduce their biases; and racial bias has implication for classroom interactions, student evaluation, and classroom engagement; it also affects student academic self-concept.
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