Teacher Perceptions and Equity in Virtual K-8 Education: A Critical Examination of Ability-Based Bias in Online Learning Environments

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 4
  In Roundtable Session: Designing Inclusive and Human-Centered Technology for Learning

Abstract

This study examines how K–8 virtual teachers perceive student academic ability and how these perceptions shape engagement and instructional decisions. Based on responses from 24 teachers in a statewide online program, findings show significant differences in emotional support, behavioral expectations, and differentiation confidence across below-average, average, and above-average student groups. These disparities reflect unconscious biases that may reinforce educational inequities in virtual classrooms. Using a critical equity lens, the study underscores the need for transformative professional development that addresses implicit bias and promotes culturally sustaining pedagogy. It offers actionable insights for designing justice-oriented training that empowers online teachers to challenge deficit thinking and foster equitable, engaging learning environments for all students.

Author

• Danielle Nicole Cunningham, Durham Public Schools