Data from: When policy and psychology meet: mitigating the consequences of bias in schools

Harsh exclusionary discipline predicts major negative life outcomes,
including adult incarceration and unemployment. This breeds racial
inequality, because Black students are disproportionately at risk for this
type of discipline. Can a combination of policy and psychological
interventions reduce this kind of discipline and mitigate this inequality?
Two preregistered experiments (Nexperiment1 = 246 teachers; Nexperiment2 =
243 teachers) used an established paradigm to systematically test
integration of two and then three policy and psychological interventions
to mitigate the consequences of bias (troublemaker-labeling and
pattern-perception) on discipline (discipline-severity). Results indicate
the integrated interventions can curb teachers’ troublemaker-labeling and
pattern-prediction toward Black students who misbehave in a hypothetical
paradigm. In turn, integration of the three components reduced racial
inequality in teachers’ discipline decisions. This research informs
scientific theory, public policy, and interventions.