Field studies have shown that a person’s name, gender or race can influence how others interact with them in ways that appear to be systematically biased (Bertrand and Duflo 2016). Researchers have found evidence of these kinds of biased behavior when a hiring manager reviews resumes as part of a job application (Bertrand 2004), when a professor responds to emails asking for appointment times (Milkman et al. 2015), and when teachers grade students’ work (Lavy 2008; Cornwell et al. 2013). Additionally, sharing racial, ethnic or gender attributes with students can influence teachers’ educational expectations for their students (Gershenson et al. 2016). There’s also early evidence of other types of bias in research laboratory settings, including teachers deciding which students should be admitted into honors society (Axt et al. 2016), and teachers focusing attention on which students are most likely to misbehave (Gilliam et al. 2016).

If we can help teachers identify where bias may be unintentionally affecting their students, and develop their skills in addressing bias, then we may be able to help them create more just and equitable classrooms.

Additional Practice Space Resources

If we can help teachers identify where bias may be unintentionally affecting their students, and develop their skills in addressing bias, then we may be able to help them create more just and equitable classrooms.