Implicit Bias and First Name Stereotypes: What are the Implications for Online Instruction?

Conaway, Wendy; Bethune, Sonja

doi:10.24059/olj.v19i3.674

Cited by 12 publications

(8 citation statements)

References 23 publications

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“…With regard to the age of teachers, in the study of Glock and Böhmer (2018) with both samples of teachers, younger teachers were found to have fewer negative attitudes toward ethnic minority students than in-service teachers, while in a study only on in-service teachers, the youngest was the least biased (Conaway and Bethune, 2015).…”

Section: Teacher's and School's Characteristicsmentioning

confidence: 89%

“…The age of teachers has been considered only in one study on in-service teachers (Conaway and Bethune, 2015), in which the youngest group was the least biased. In the other studies, it was assumed that preservice teachers were younger than inservice teachers.…”

Section: Discussionmentioning

confidence: 99%

“…When studies are conducted on experienced teachers, the results are the same, with the presence of implicit negative attitudes toward ethnic minority students (van den Bergh et al, 2010;Vezzali et al, 2012;Conaway and Bethune, 2015;Kumar et al, 2015;Glock and Böhmer, 2018;Harrison and Lakin, 2018a;Kleen and Glock, 2018;Chin et al, 2020). Just one study found a positive implicit attitude toward ethnic majority students but not a negative one toward ethnic minority students (Abacioglu et al, 2019).…”

Section: Teaching Statusmentioning

confidence: 95%

See 2 more Smart Citations

Teachers’ Implicit Attitudes Toward Ethnic Minority Students: A Systematic Review

2021

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Although instruments to assess implicit attitudes were introduced more than 20 years ago, still there are few studies in the field of education that use them, despite the evidence that teachers with negative implicit attitudes can negatively affect the academic performance of their students. This review aims to summarize the results of studies that investigated the relationship between implicit ethnic attitudes of teachers and achievement of students. The review was conducted according to PRISMA-statement through searches in the scientific database PsychINFO, PsycARTICLES, and ERIC. Nineteen studies were included. Results show that overall teachers (from different school levels and different countries) hold negative implicit attitudes toward ethnic minority students, which play an important role in affecting the academic path of these groups of students. This review highlights the need to continue to use implicit attitudes procedures in future researches, in order to identify those factors that may contribute to the formation and expression of implicit attitudes of teachers; and the need to increase awareness of the implicit attitudes and multicultural practices of teachers in teaching programs.

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Section: Teacher's and School's Characteristicsmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Teaching Statusmentioning

confidence: 95%

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Teachers’ Implicit Attitudes Toward Ethnic Minority Students: A Systematic Review

2021

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“…For two studies (Conaway and Bethune, 2015;Krischler and Pit-ten Cate, 2019), multiple dependent effect-sizes related to multiple comparisons were reported. In accordance with the guidelines of Borenstein et al (2009), these were averaged into a composite score.…”

Section: Data Preparationmentioning

confidence: 99%

Teachers' Implicit Attitudes Toward Students From Different Social Groups: A Meta-Analysis

Cate

Glock

2019

Front. Psychol.

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Teachers' attitudes toward their students have been associated with differential teachers' expectations and, in turn, with students' educational pathways. Theories of social cognition can explain the link between attitudes and behavior. In this regard, the distinction between implicit and explicit attitudes is worth to be considered, whereby implicit attitudes are automatically activated when the attitude object is present and guide automatic behavior. In contrast, explicit attitudes infer deliberation and reflection, hence affecting controlled behavior. As teachers often are required to act immediately in situations that do not allow for thoughtful reflection due to time restraints, teachers' implicit attitudes concerning different student groups with shared characteristics, such as gender or ethnicity, may be especially important when considering teachers' behavior in relation to students' educational pathways. This notion is reflected by an increased interest in adopting implicit methodology in the educational domain. Over the last 10 years, several studies have been conducted in different countries, involving in-and pre-service teachers and investigating their attitudes toward different student groups. Estimates of effects have varied and may be affected by sampling bias. To systematically review and integrate data from different studies, this meta-analysis focuses on teachers' implicit attitudes. Following the systematic search of the database and initial screening, 43 articles were identified from which 22, describing 34 studies, were retained for the meta-analysis after further inspection. First analyses revealed an estimated average effect size of 0.56 for implicit attitudes in favor of non-marginalized groups. As there was a large extent of heterogeneity between studies, several moderator variables were investigated. Results showed that the employed implicit measure and stimulus materials as well as the student target group affected the effect sizes. Low or non-significant relationships were reported between implicit and explicit attitudes. Findings are discussed in terms of theory and future research.

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“…Another limitation was the sample student names. Participants' interpretation of the student names might have varied despite efforts to select racially indicative ones (Jake and Jamal) (Conaway & Bethune, 2015;Gaddis, 2017a;Staats, 2016). Additionally, unlike a true audit study, participants knew they were being studied, which might have in uenced outcomes.…”

Section: Limitationsmentioning

confidence: 99%

Investigating Racial Bias and Attribution Error in Grading Student Performance

Reibel,

Roegman

2024

Preprint

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Standards-based grading (SBG) is a more recent approach to grading that aims to reduce the impact of teacher biases that affect grading. This study investigates whether SBG effectively mitigates biases related to race and attribution errors that can distort traditional grading methods. To achieve this, a quantitative factorial vignette experiment was conducted to analyze the qualitative feedback given on student performance, shedding light on teachers' evaluative reasoning under SBG. Findings indicate that despite the structured framework of SBG, the evaluative process remains susceptible to a wide range of influencing factors, though there were no significant findings related to racial bias. The results of the factorial vignette experiment underscored that while SBG aims to objectify the grading process, some biases may still affect teachers' evaluations, highlighting the intricate web of factors involved in the evaluation process. The paper contributes significantly to the ongoing discourse surrounding modern grading systems, emphasizing the need for continuing evolution in grading methodologies to ensure fairness and objectivity in student assessments.

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Implicit Bias and First Name Stereotypes: What are the Implications for Online Instruction?

Cited by 12 publications

References 23 publications

Teachers’ Implicit Attitudes Toward Ethnic Minority Students: A Systematic Review

Teachers’ Implicit Attitudes Toward Ethnic Minority Students: A Systematic Review

Teachers' Implicit Attitudes Toward Students From Different Social Groups: A Meta-Analysis

Investigating Racial Bias and Attribution Error in Grading Student Performance

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