UNLEARNING BIAS: A MIXED-METHODS STUDY ON DEVELOPING CULTURALLY RESPONSIVE PEDAGOGY AND PSYCHOLOGICAL SAFETY IN HIGHER EDUCATION

Higher education institutions require culturally responsive pedagogy (CRP) to serve diverse student populations, yet faculty often lack the skills to mitigate implicit bias, resulting in low psychological safety (PS) and inequitable learning outcomes. This mixed-methods study aimed to establish the causal relationship between a sustained reflective practice intervention and subsequent improvements in faculty CRP behavior and student-perceived PS. A rigorous quasi-experimental design utilized a non-equivalent group pre-post test structure with faculty (N=60). The experimental group received the Integrated Reflective Practice (IRP) intervention. Outcomes were measured using the Culturally Responsive Teaching (CRT) Observation Rubric and the Classroom Psychological Safety Survey (CPSS). Analysis confirmed a significant main effect (p < 0.001) of the IRP on both faculty behavior and student perception. Strong effect sizes were recorded for the CRT Rubric (eta^2_p=0.33) and the CPSS (eta^2_p=0.25). This demonstrated that sustained intervention effectively translates internal bias unlearning into observable pedagogical change. The research validated the Bias-to-Safety Feedback Loop (BSFL) framework, confirming that systematic, reflective training effectively diminishes perceived threat signals. The model provides a critical, evidence-based strategy for institutional reform to foster truly equitable and inclusive learning environments globally.