Scrutiny and Opportunity: Mobile Eye Tracking Demonstrates Differential Attention Paid to Black Students by Teachers

• In Event: Classroom Management: Remote Learning, Professional Development, Teacher Bias, and Achievement

Abstract

Teacher responses to misbehavior in classrooms is often discussed as prone to bias, but empirical studies rarely investigate the entire process from misbehaviors to teachers’ attention to teachers’ reactions. In 46 regular classroom settings, we used mobile eye-tracking to decide whether teachers were aware of the misbehaviors we coded using stationary video. A total of 3469 misbehaviors were aggregated to the level of students (N = 534) and analyzed with respect to gender and race differences. Boys and girls differ significantly in total misbehaviors but more so regarding the infraction type. Misbehavior was more often seen—and hence reprimanded—for Black students. This effect was most pronounced for (non-disruptive) off-task behavior. Two competing interpretations of the findings will be discussed.

Authors

• Blake Ebright, University of Michigan - Ann Arbor

• Kai S. Cortina, University of Michigan

• Kevin F. Miller, University of Michigan - Ann Arbor