Can Racial Bias in Teachers’ Decisions Be Reduced? Evidence from a Survey Experiment in French Middle Schools

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Critical Examination of Race, Ethnicity, Class and Gender in Education Virtual Poster Session

Abstract

This paper reports preliminary findings from a survey experiment conducted in France (January–December 2025) on racial bias in teachers’ decisions. Using “realistic yet fictitious student profiles” (Gil Hernández et al., 2024), French teachers (N = 631) were randomly assigned to grade a student essay and recommend an academic track. Student names signaled North African or French origin; grading method (rubric vs. none) and student behavior (positive vs. negative) were also varied. Results reveal significant discrimination against North African students in orientation recommendations and perceived potential, despite identical performance. No grading gap by origin emerged. Teacher experience reduced bias in perceived potential, underscoring the need to reconsider teacher assignment policies as a way to mitigate racial inequalities in education.

Author

• Charlotte CORCHETE, Sciences Po Paris