Noticing Bias: Teachers' Attribution of Mathematical Competence and Instructional Response Relative to Perceived Student Identity

• In Event: Access and Identity in Math Teaching and Learning

Abstract

Teachers make instructional decisions based on factors including the perceived mathematical competence of students and racial stereotypes. This paper reports a novel approach to better understand these phenomena. We coded elementary preservice teachers’ (PSTs) responses to student work samples to examine the relationship between the race and gender of students (implied by a randomly assigned name) and how the PSTs (1) positioned students with respect to mathematical competence and (2) said they would respond instructionally.
Our findings show evidence of racial bias in the opportunity to learn afforded by PSTs instructional responses. We found no other evidence of bias, even when considering the intersectionality of race and gender. We discuss our findings through the lens of critical race theory.

Authors

• Erik D. Jacobson, Indiana University - Bloomington

• Amber Simpson, Binghamton University - SUNY

• Craig J. Willey, Indiana University - Indianapolis