The Contribution of Implicit Bias in Discrete Types of Disciplinary Decisions by White Teachers

• In Event: Exploring Different Perspectives in Classroom Management

Abstract

Scholars of racial discipline disproportionality have been calling for empirical evaluations of if, how, and when teacher implicit bias impacts students’ of color disciplinary outcomes. This research adds to the nascent body of literature by disentangling types of disciplinary actions by teachers (i.e., sending to hall, sending to a refocus area in room, recommending suspension, etc.) and examining the impact of implicit bias on each type. Using racial priming procedures, this research analyzes data from a sample of 131 White teachers (n=131). It finds that implicit bias likely impacts White teachers decisions to utilize harsher disciplinary practices but not emotionally supportive ones. Results are discussed through shifting standards theory and social desirability bias. Implications for the analysis are discussed.

Author

• Olivia Marcucci, Johns Hopkins University