Effects of Implicit Bias on Teachers’ Expectations of Student Relationships

Numerous studies have considered the implications of child characteristics such as race and gender on the relationships with and expectations of students held by teachers. Yet, few studies among this body of research have focused on using direct measures of implicit associations held by teachers, and considered how these implicit beliefs may impact their interactions with students. The present study examined differences in teachers’ expectations of relationships and likelihood to intervene in typical and disruptive behaviors as a result of differing race and gender of students. Results indicated that teachers report being less tolerant of Black student’s disruptive behavior than the same behavior displayed by White peers. Further, findings indicated that teachers were more likely to report feeling angry and worried about behavior exhibited by boys than girls. Implications for teacher training are explored. Advisor: Kathleen M. Rudasil