Teachers' Bias against the Mathematical Ability of Female, Black, and Hispanic Students

Autor/inn/en	Copur-Gencturk, Yasemin; Cimpian, Joseph R.; Lubienski, Sarah Theule; Thacker, Ian
Titel	Teachers' Bias against the Mathematical Ability of Female, Black, and Hispanic Students
Quelle	In: Educational Researcher, 49 (2020) 1, S.30-43 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Copur-Gencturk, Yasemin) ORCID (Cimpian, Joseph R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X19890577
Schlagwörter	Teacher Attitudes; Racial Bias; Gender Bias; Mathematics Skills; Mathematics Achievement; African American Students; Hispanic American Students; White Students; Teacher Characteristics; Minority Group Teachers; Women Faculty; Elementary Secondary Education; African Americans; Whites; Hispanic Americans + Suchen Sie Ihr Suchwort? Lehrerverhalten; Racial discrimination; Rassismus; Geschlechterstereotyp; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Frauenakademie; Weibliche Gelehrte; White; Weißer
Abstract	Researchers have long endeavored to understand whether teachers' evaluations of their students' mathematical ability or performance are accurate or whether their evaluations reveal implicit biases. To disentangle these factors, in a randomized controlled study (N = 390), we examined teachers' evaluations of 18 mathematical solutions to which gender- and race-specific names had been randomly assigned. Teachers displayed no detectable bias when assessing the correctness of students' solutions; however, when assessing students' mathematical ability, biases against Black, Hispanic, and female students were revealed, with biases largest against Black and Hispanic girls. Specifically, non-White teachers' estimations of students' mathematical ability favored White students (both boys and girls) over students of color, whereas (primarily female) White teachers' estimations of students' mathematical ability favored boys over girls. Results indicate that teachers are not free of bias, and that teachers from marginalized groups may be susceptible to bias that favors stereotype-advantaged groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01