The implicit prejudiced attitudes of teachers : relations to teacher expectations and the ethnic achievement gap

L. Bergh, van den, E. Denessen, L. Hornstra, M. Voeten, R.W. Holland

    Research output: Contribution to journalArticleAcademicpeer-review

    294 Citations (Scopus)
    4 Downloads (Pure)

    Abstract

    Ethnic minority students are at risk for school failure and show a heightened susceptibility to negative teacher expectancy effects. In the present study, whether the prejudiced attitudes of teachers relate to their expectations and the academic achievement of their students is examined. The prejudiced attitudes of 41 elementary school teachers were assessed via self-report and an Implicit Association Test. Teacher expectations and achievement scores for 434 students were obtained. Multilevel analyses showed no relations with the self-report measure of prejudiced attitudes. The implicit measure of teacher prejudiced attitudes, however, was found to explain differing ethnic achievement gap sizes across classrooms via teacher expectations. The results of this study also suggest that the use of implicit attitude measures may be important in educational research.
    Original languageEnglish
    Pages (from-to)497-527
    JournalAmerican Educational Research Journal
    Volume47
    Issue number2
    DOIs
    Publication statusPublished - 2010

    Fingerprint

    Dive into the research topics of 'The implicit prejudiced attitudes of teachers : relations to teacher expectations and the ethnic achievement gap'. Together they form a unique fingerprint.

    Cite this