Bias in the Air: A Nationwide Exploration of Teachers' Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes

被引：155

作者：

Chin, Mark J. ^{[1
]}

Quinn, David M. ^{[2
]}

Dhaliwal, Tasminda K. ^{[3
]}

Lovison, Virginia S. ^{[1
]}

机构：

[1] Harvard Grad Sch Educ, Cambridge, MA 02138 USA

[2] Univ Southern Calif, Rossier Sch Educ, Educ, 3470 Trousdale Pkwy, Los Angeles, CA 90007 USA

[3] Univ Southern Calif, 3740 Trousdale Pkwy WPH 901D, Los Angeles, CA 90007 USA

来源：

EDUCATIONAL RESEARCHER | 2020年 / 49卷 / 08期

关键词：

achievement gap; achievement inequality; correlational analysis; descriptive analysis; disparities; hierarchical linear modeling; implicit racial bias; race; school discipline disparities; teacher bias; teacher cognition; PREJUDICED ATTITUDES; STEREOTYPE THREAT; ASSOCIATION TEST; EXPECTATIONS; ACHIEVEMENT; METAANALYSIS; PERFORMANCE;

D O I：

10.3102/0013189X20937240

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Theory suggests that teachers' implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers' implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers' implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race. Teachers' adjusted bias levels are lower in counties with larger shares of Black students. In the aggregate, counties in which teachers hold higher levels of implicit and explicit racial bias have larger adjusted White/Black test score inequalities and White/Black suspension disparities.

引用

页码：566 / 578

页数：13

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