The Role of Interpersonal Bias in the Effectiveness Ratings Assigned to Wisconsin Educators

• In Event: Leaders' Enactment of Equitable Practices

Abstract

This study examines the bias and discrimination affecting Wisconsin teachers of color, as reflected educator effectiveness ratings. In a previous study, teachers of color and male teachers received lower effectiveness ratings across and within schools. The current study is designed to isolate any racialized or gendered interpersonal bias that might explain the lower ratings assigned to teachers of color. Although the intersection of teacher and administrator gender and race was a strong predictor of effectiveness ratings, these differences were not due to gendered or racialized bias. Bias was limited to specific groups, e.g., female Latinx teachers were rated as more effective by female administrators. The results suggest ratings differences reflect different tendencies exhibited by administrators from different backgrounds.

Authors

• Curtis J. Jones, University of Wisconsin - Milwaukee

• Thomas Johnson, University of Wisconsin - Milwaukee