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Topic: The Impact of Teacher Implicit Bias on Black Student’s Student Achievement
Blackson, E.A., Gerdes, M., Segan, E., Anokam, C., & Johnson, T.J. (2022). Racial bias toward children
in the early childhood education setting. Journal of Early Childhood Research, 20(3), 277-292.
https://doi.org/10.1177/1476718X221087051
This article explains how research was completed to gather data regarding teacher implicit bias
in childcare centers. The study does have limitations since it was solely completed in three
childcare centers located in one city. However, the information acquired has profound
implications as it relates to teacher implicit bias. The article reviews over historical data
stating more white children have access to early childcare than black children. When black
children attend high quality childcare centers there are disproportionate rates of suspensions.
The article goes on to explain how disproportionate discipline carries on to elementary students
as black students are more likely to be suspended from school than white students. During the
research conducted by the authors data was found to support previous disproportionate
discipline results. This article will help support the topic of my paper as it relates to how teacher
implicit bias affects student achievement in black students.
Burrell-Craft, K., Eugene, D.R., & Nmah, J. (2022) A look at race, skin tone, and high school students’
perceptions of teacher-student relationship quality. Social Sciences, 11(7), 274.
https://doi.org/10.3390/socsci11070274
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Racial concerns in the United States have been increasing at alarming rate. There are many
reasons as to why the racial tension has been increasing. When leaders have been discussing
these issues the public education system is always a part of the discussion. The discrimination
that happens in schools is affecting our black student’s ability to learn, graduate high school, and
become solid members of society. The teacher implicit bias towards black students is what has
impacted the academic achievement of these students. The authors of this article researched
teacher-student relationships and how they can have a positive or negative impact on students.
Teachers who build positive relationships and connect with their students have better test
scores and better classroom management. The implicit bias that some teachers have prohibits
those relationships from forming. The authors of this article researched how teacher
relationships are formed and the biases that teachers may have. One topic of research was are
teachers more biased against dark skinned black students than light skinned black students. The
authors explain the history behind the skin color discrimination as it relates back to slavery. The
research study was to find out the relationship between skin tone and how teachers build
relationships. This article will support my paper as it deals with teacher implicit bias. It will
provide data explaining how teacher implicit bias affects student achievement among black
students.
Chin, M.J., Quinn, D.M., Dhaliwal, T.K., & Lovison, V.S. (2020) Bias in the air: A nationwide exploration
of teachers implicit racial attitudes, aggregate bias, and student outcomes. Educational
Research, 49(8), 566-578. https://doi.org/10.3102/0013189X20937240
The research conducted by the author’s in this article is done in an exploratory manner. There
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are very few studies done in the United States on teacher implicit bias. Most studies have been
done in Europe and Canada. The author’s combined data from three implicit bias databases to
answer two research questions. The main objective of this study was to find out more
information related to teacher implicit bias and student achievement in the United States. The
authors were interested in finding out how test scores of white and black students was related
to teacher implicit bias. They also studied to see if this was gender specific teacher implicit bias.
The study also found results from predominantly white counties to predominately black
counties. As they researched they also had the second research question to answer as it related
to implicit bias and school discipline. This article will be useful for my paper since the research
mirrors my topic I have chosen.
Leverett, P., D’Costa, S. & Baxa M. (2022) The impact of student-teacher relationships on black middle
school boys. School Mental Health, 14, 254-265. https://doi.org/10.1007/s12310-022-09504-7
This is a study of black middle school boys in the mid-west. All three authors used the grounded
theory methodology to develop their findings. The goal of the research was to find how
relationships built by teachers with students impact the success of the students. Each author
conducted their own interviews with the chosen students for the research. The black males
were in middle school and gave an enormous amount of insight in how they view what they
need to be successful in school. The most important outcome of the research was positive
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teacher relationships. The students shared examples of what teachers had done that
positively impacted their lives in school. The students also shared examples of how they have
been discriminated against in school. One of the most common references were when white
students continued to be disruptive in class with no consequences. But, a black male student
would do something in class of a lesser infraction and get more severe consequences. This then
would form a barrier between the teacher and student prohibiting any chance of a relationship
to be built. This article is a prime example of what my research paper will be written on and
being able to show data from the perspective of a student.
Malone, Wycoff, K., & Turner, E.A. (2022). Applying a MTSS framework to address racism and promote
mental health for racial/ethnic minoritized youth. Psychology in the Schools, 59(12), 2438-2452.
https://doi.org/10.1002/pits.22606
This article explains the multi-tiered system of support framework that schools may use to
address the mental health concerns for black students. There is a mental health crisis among our
youth. When black students experience racism from teachers or peers this increases the decline
of mental health. The majority of school systems across the United States implement MTSS to
academics and behavior/mental health needs of students. This is a tier-level support system that
consists of three tiers. This is driven by the needs of the students. When the needs of the
student is intense mental health professionals are utilized to give support at the third tier.
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As the needs of the students intense research has found that positive relationships with
teachers give impactful support for the students. Research also shows that if the teacher is
not culturally responsive to the student the student’s mental health declines. A huge part of
MTSS is parent support. This is another reason why positive teacher relationships exist. This
article is important information for my research paper. This article explains the positive
supports, programs, and professional help that is being implemented in schools to improve
connections with minority families and give support for students who may have the need.
Morgan, H., (2021). Restorative justice and the school-to-prison pipeline: A review of existing literature.
Education Sciences, 11(159). https://doi.org/10.3390/educsci11040159
This author reviews over historical data explaining where the statement school-to-prison
pipeline originated. The article thoroughly reviews over profound data showing black students
are disciplined harsher than white students. Black students have a higher rate of out of school
suspensions. This leads to students not being in school and having a greater opportunity of
crime and incarceration. There are some school systems that have acknowledged this grave
concern for our black students. These school systems have introduced restorative justice
practices instead of utilizing harsh discipline. The article explains the history of restorative
justice and how some schools have implemented it with success. This article will support
my paper as it explains how a practice is being implemented in schools to support our young
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black students by building positive teacher relationships with them.
Sanders, J.E. (2022). Coping with the impact of systemic racism, inequity, school and community
violence among high school students who are suspended or expelled. Journal of
Interpersonal Violence, 37, 21-22. https://doi.org/10.1177/08862605211056724
This article explains the data relating to the disproportionate suspensions and expulsions for
black high school students. The author investigates into the background of the students that
are receiving these harsh consequences. The majority of these students have also experienced
some type of trauma in their home life or environment. This could be neglect, physical/sexual
abuse, parent incarcerated, drug abuse, mental illness, or death of a family member. These are
only a few examples. Research shows that the combination of racism in school and potential
trauma a student may have experienced will have a negative result for the student. This study
was completed in Canada between two schools. The research was to see how does the trauma
outside of school impact students in their daily routine of school. The research discovered that
the students were experiencing discrimination in the schools and this was impacting their
ability to trust and build relationships with teachers. Most students shared that if the teachers
or staff at the schools had tried to get to know them they would have realized the trauma
that had been experienced outside of school to better understand their adversity. This article
will be useful for my paper since it researches into the big picture as to why teacher/student
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relationships are so important in the success of any student.
Stevens, F., & Shriver, E. (2022). The shame of implicit racial bias. The Journal of Social
Psychology. https://doi.org/10.1080/00224545.2022.2046538
The authors in this article explain that the majority of Americans believe that racism
exists. However, individuals normally do not understand what implicit bias does to his/her
behavior. Implicit bias is an unconscious trait. This study shows how at times racism may
occur and a person may not realize it due to implicit bias. The majority of people believe
in their hearts that they are good people. When a person is made aware of his/her implicit bias
it is accepted negatively and may induce shame. This study researches that after a person
learns of their implicit bias does the person indeed experience shame. This article will
support my paper by sharing how a person can be made aware of his/her implicit bias. As
teacher’s work at trying to learn how to not have implicit bias there will be defensive attitudes.
It is common for teachers to then try to forget that they even have implicit bias. The research
from this article shares that having positive contact with out of race groups does help decrease
implicit bias.
