Abstract

Implementation of an anti-bias education framework is relatively new in the history of cultural
competence movements. While some research has been done, sighting positive effects for K-12
students, few studies exist within the Montessori pedagogy. Furthermore, little research has been
done in the effects of implementing this type of curriculum within a Montessori adolescent
environment. Consequently, there is a need to gather information on effective anti-bias education
best practices and how to introduce these strategies in a classroom environment. The purpose of
this action research study is to explore how implementing anti-bias activities including literature,
journaling, and Socratic discussions, affects students’ cultural proficiency in a Montessori
Middle School .