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Topic: The Impact Teacher Implicit Bias has on Black Students Academic Achievement
Costa, S., Pirchio, S., Shevchuk, A., & Glock, S. (2023). Does teachers’ ethnic bias stress them out? the
role of teachers’ implicit attitudes toward and expectations of ethnic minority students in
teachers’ burnout. International Journal of Intercultural Relations, 93. 101757.
https://doi.org/10.1016/j.ijintrel.2023.101757
It is no secret that teaching is a very stressful job. Every year more and more teachers decide to
leave the profession due to teacher burnout. The authors of this article were interested to study
if there was a correlation between teachers’ implicit bias towards minority students and teacher
burnout. The article begins with introducing background knowledge of teacher diversity- related
burnout, implicit bias and stereotypical expectations. This helps the reader to have full understanding
of the reasoning behind the study that was conducted. The authors made sure the reader understands
that this study was conducted in Italy and Germany and not in the United States. The authors
surveyed student teachers and veteran teachers in the study. They used different tests and
questionnaires to research the research questions they had developed to answer. They expected to
find out that teacher implicit bias would be a major indication of teacher burnout. The authors
also expected to find out that due to implicit bias the expectations of minority students was less
than the expectations of non-minority students. This would be a major impact on student
achievement. The authors expected to find that student teachers may have a higher risk of implicit
bias than veteran teachers due to lack of experience in teaching. This article will be a huge asset
to my paper since it provides valuable information relating to the impact of teacher implicit bias
towards minority (black) students and academic achievement.
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Crutchfield, J., Sparks, D., Williams, M., & Findley, E. (2022). In my feelings: Exploring implicit skin tone
bias among preservice teachers. College Teaching, 70(4), 469-481.
https://doi.org/10.1080/87567555.2021.1979456
In recent years racial injustice has become a leading national concern with the increase of police
brutality in our communities. Of course, as conversations among civil rights leaders take place
the conversations always lead back to education. There is more and more research being
published regarding teacher implicit bias and what part it has with the lack of academic
achievement in school among black students. The authors of this article were interested to
study to see how skin tone bias actually affected student teachers. The article begins with some
historical data explaining how skin tone bias affected black slaves. They made sure there was a
thorough explanation to how light skinned slaves were treated better than dark skinned slaves.
They even went deeper to explain how skin tone bias even affects how light skinned people
compare themselves to dark skinned people of the same racial community. Once the
background knowledge was established the actual study that was conducted with student
teachers was explained. There were several goals with this study and many were accomplished.
In moving forward the ultimate goal of the study is how to make things better. Brainstorming
and investigating what types of professional development could be used with student teachers
to help them face what types of implicit bias he/she may have and could it be skin tone bias.
Ultimately, the student teachers were enlightened by the results with some disagreeing that
they had skin tone bias. The authors shared that they feel if during a student teacher’s field
experience they were given the Skin Tone Association Test it will give them the tools to bring
this bias to their attention so he/she will be aware of it as he/she enters into the classroom. This
article will be useful for my paper as it shares positive ways of helping teachers become aware
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of skin tone bias. It gives ways and ideas to utilize to possibly improve how implicit bias of
teachers is affecting black students in the classroom.
Inan-Kaya, G., & Rubie-Davies, C.M. (2022). Teacher classroom interactions and behaviors: Indications of
bias. Learning and Instruction, 78, 101516. https://doi.org/10.1016/j.learninstruc.2021.101516
This is an article about a very in depth study on teacher implicit bias and how it affects student
achievement. This study was conducted in New Zealand interviewing elementary teachers. It
was to read how the authors explained their understanding of current day teaching. The authors
made sure the reader understood that they know class sizes are too large, mental health needs
are being met, and that teachers have to make instant decisions constantly throughout their
day. But, the authors also explained how teachers can display implicit bias verbally and
nonverbally with the instant decisions. The research study was an exploratory study where
teachers were observed in the classroom to see when and where implicit bias may be occurring.
Throughout the article the authors set the stage for the study by building background
knowledge. They explained the different models and assessments that were used, as well as, the
questionnaires that the teachers completed. The article goes on to explain that implicit bias is
not just towards black students. That it could be towards immigrants, low socioeconomic,
students receiving special education services, and even girls. The results were much what the
author’s anticipated they would be. The key point that was made was if a student is given
multiple opportunities to communicate and interact in the classroom he/she will absolutely
learn and achieve goals. The authors at the end of the article stated they believe with providing
professional development that focuses on the awareness of implicit bias that it is possible to
reduce implicit bias among teachers. The article will provide a wealth of information for my
paper regarding teacher implicit bias and how it affects student academic achievement.
ANNOTATED BIBLIOGRAPHY 9-16 5
Kumar, R., Gray, D. L. & Kaplan-Toren, N. (2022). Pre-service teachers’ desire to control bias:
Implications for the endorsement of culturally affirming classroom practices. Learning and
Instruction, 78, 101512. https://doi.org/10.1016/j.learninstruc.2021/101512
Every day something is shared in the media about racial discord in the nation. School systems
across the United States require mandatory trainings to provide professional development
towards anti-racism. There are so many pressures for teachers to appear non-racist. This is an
epidemic in the education system. Unfortunately, teachers feel externally they should make
sure to appear unprejudiced in the classroom. Yet, some are not aware of the implicit bias that
weighs on their attitudes and expectations in the classroom. The authors did a study on student
teachers researching if their instructional practices in the classroom showed favoritism of white
students over black students. The author states the motive for this study is the ongoing
research showing how black students in the education system are not afforded opportunities in
school as white students. The authors also explained explicitly how student teachers should be
taught that mastery-focused instruction is proven to show success among black students. The
results of the study were only half of what the authors anticipated. However, a research
assessment did have a consistent result that professional development should expose student
teachers ways to become more culturally aware. The authors conclude that all school systems
must imbed cultural awareness into professional development in order to move forward in
overcoming teacher implicit bias. The article will supplement my paper with research supporting
how implicit bias is affecting our black students. Most importantly, it offers suggestions and
ways for school systems to assist their teachers to become culturally aware.
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Stephens, J. M., Rubie-Davies, C., & Peterson, E.R. (2022). Do preservice teacher education candidates’
implicit bias of ethnic differences and mindset toward academic ability change over time?
Learning and Instruction, 78, 101480. https://doi.org/10.1016/j.learninstruc.2021.101480
This article introduces background information explaining the definition of implicit bias. A major
key point emphasized is that implicit bias is something a person is not aware is not in control of.
There is research showing that the teachers with implicit bias have low teacher expectations for
students who are minority, low-socioeconomic, or special needs. This leads to lower levels of
achievement in these students. The same teachers show high teacher expectations in white,
middle-class students. This leads to high levels of achievement in these students. The authors of
this article decided they would like to research to see if there is a difference between the
implicit biases in first year student teachers compared to third year student teachers. This study
was conducted in a university in New Zealand. The authors had three different hypotheses
developed for this study. They felt that when they compared the first year students to third year
students that the third year students would show a lessened implicit bias. The authors felt that
third year students would have a higher growth mindset and lower fixed mindsets than the first
year students. And, that the minority student teachers would have a lower implicit bias than the
white student teachers. This all leads back to the question of can change and positive growth
happen through experience and exposure. Throughout this study the findings were found to
prove the author’s hypotheses to be true. The majority of the conclusion was spent explaining
suggestions of possible ways to help teachers move to a growth mindset than a fixed mindset.
This article also emphasized how ethnic achievement bias impacts a student’s academic
achievement and forms the trajectory of his/her life. This article will provide my paper with
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information on student’s achievement, and how teacher’s implicit bias sets the way students
learn in his/her classroom.
Troop, L. R., & Rucinski, C. L. (2022). How implicit bias and concern about appearing racist shape k-12
teacher’s race talk with students. Social Psychology of Education, 25(4), 697-717.
https://doi.org/10.1007/s11218-022-09715-5
The authors of this article wanted to do a research study in the United States to investigate
some concerns regarding race discussion. Their two main research questions were are teachers
with implicit bias intending to talk to their students about race, and are teachers afraid they may
look racist if they have the discussion in class. The authors believe that more experienced
teachers will show that they have no concerns. But, less experienced teachers will have high
concerns of being able to implement a race discussion in class. The results of the study were
shocking to the authors. Teachers with high implicit bias have no intention to have a race
discussion with their students, but they feel they are very capable of facilitating the discussion
despite no intention to do so. It is noted that these teachers are the teachers with higher
disproportionate discipline and lower academic achievement with their black students. The
article concludes that multicultural trainings should never limited to just addressing teacher
implicit bias. That there should also be professional development on how to lessen a teacher’s
anxiety and fear of having a race talk in their classroom. The authors really did a thorough
research on teachers in the mid-west. This article will provide insight in my paper explaining
how unaware teachers are of their implicit bias and how it is affecting their black students.
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Worrell, F. C. (2022). Who will teach the teachers? examining implicit bias in the educator workforce.
Learning and Instruction, 78, 101518. https://doi.org/10/1016/j.learninstruc.2021.101518
This article shares that conversations are heard that there are good teachers and bad teachers.
Some teachers come to work with positive mindsets, they build unforgettable relationships with
students, and have exemplary academic achievement. Yet, some teachers come to work
unprepared, constantly complaining, the students say the teacher does not like him/her, and
has low academic achievement. This correlates with teacher implicit bias, and the need for more
teacher support in schools. Teachers are the most important person in student achievement.
Therefore, more and more research is being done looking into how teacher implicit bias is
affecting our students in the United States. The author noted that it is shown that minority and
non-minority teachers have implicit bias and lower expectations of black students. But, non-
minority teacher’s implicit bias is very high when comparing the two. The key point to this
article is establishing what can be done to help teachers with implicit bias. It all points to
professional development. School systems utilizing their money and investing it in trainings to
help them develop a growth mindset. Mindset training is a must in all school systems. The
author states if decisions are not made to help teachers recognize their implicit bias then their
academic achievement of students will always suffer. This article will assist in the development
of my paper in offering ways to support teachers with implicit bias.
