Race, Gender and Implicit Teacher Bias

A new study of hundreds of K-12 math teachers examines how race and gender can play a role in grading practices – and potential implicit biases – in the classroom.

The study, coauthored by University of Southern California researcher Yasemin Copur-Gencturk, finds that student “ability ratings” can change based on the race or gender of both the student and the teacher.

Copur-Gencturk joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study and some important implications for policy, practice and future research.