Teacher Racial Bias in Decision-Making and Discipline Referral

• In Event: Racism and Other Identities on Youth Wellbeing and Learning: Use of Intersectionality

Abstract

Disparities in school discipline are well-documented in the research literature (e.g., Benner, 2017). Black students, in particular, are more likely to be referred to the office and for lesser offenses in the U.S. (Skiba et al., 2002). Black males, specifically, make-up 8% of the population of students, but receive 25% of out-of-school suspensions and 23% of expulsions (USDE, 2018). However, black students are not misbehaving disproportionately compared to their peers (Bradshaw et al., 2010).
Teachers often determine whether student behavior warrants office referral and teachers’ implicit bias has been indicated as a potential mechanism in these disparities (Staats, 2014). On one hand, teachers may be more likely to look for negative behavior from children of color (e.g., Gillam et al., 2016) and interpret the behavior of black children as more angry or aggressive than their white peers (e.g., Halberstadt et al., 2018). On the other hand, teachers are more likely than non-teachers to support educational equality (Quinn, 2017) and undergo training in multicultural education and culturally adaptive teaching practices intended to negate implicit bias. Between teachers’ preparation to treat students fairly and disproportionate discipline outcomes for black students lies teachers’ decisions about student behavior. The purpose of this study was to investigate teachers’ decision-making process about students’ classroom behavior.
Despite teachers’ specific training in multiculturalism, previous research indicates systematic race-related and/or gender bias and disproportionality in school discipline. Scholars suggest the stress and demands of teaching may limit teachers’ ability to monitor and regulate their behavior in an unbiased manner (e.g., McIntosh et al., 2014). A survey experiment was conducted to determine whether teachers’ judgements about students’ classroom behavior differ depending on students’ race. Aligned with previous research indicating disparities in discipline referrals and consequences for black students, we predicted that teachers will rate black students’ behavior less favorably and suggest harsher punishments than for white students. Data was collected from 296 teachers of kindergarten through 6th grade (K-6) students from three school districts in the southern United States. Participants were recruited through email sent from a school district liaison and given a $15 gift card for their time.
Participants confirmed they currently teach in grades K-6, then were randomly assigned to one of three conditions- vignettes using uniquely black names (n=103) or uniquely white names (n=95; Levitt & Dubner, 2005), or “a student in your class” (n=98). Each of the five vignettes depicted student behavior commonly exhibited in the classroom using stereotypically masculine names and pronouns. Text was identical for each condition, only the name of the student changed. Participants read the vignette, then answered questions about the student’s behavior, including level of severity and likelihood of recommending specific outcomes (e.g. referral to the principal, suspension, etc.). Analysis of variance (ANOVA) was utilized to investigate differences between groups and showed no significant differences in teachers’ evaluation of behavior of black and white children. Results and implications related to teachers’ self-regulation of bias and the importance of dispassionate review of discipline referrals discussed.

Authors

• Sarah K. Ura, Texas A&M University - College Station
  Presenting Author

• Jeffrey Liew, Texas A&M University - College Station
  Non-Presenting Author