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Teachers' Implicit Attitudes Toward Students From Different Social Groups: A Meta-Analysis.
Ineke M Pit-Ten Cate1, Sabine Glock2
1Luxembourg Centre for Educational Testing, University of Luxembourg, Esch-sur-Alzette, Luxembourg.
Frontiers in Psychology
|January 11, 2020
Summary
Teachers
Area of Science:
- Educational Psychology
- Social Psychology
Background:
- Teacher attitudes influence student educational paths.
- Implicit attitudes, activated automatically, may impact immediate teacher behavior.
- Understanding implicit bias in education is crucial for equitable student outcomes.
Approach:
- A meta-analysis synthesized 34 studies on teachers' implicit attitudes.
- Investigated implicit attitudes toward various student groups (gender, ethnicity).
- Examined moderator variables influencing effect sizes.
Key Points:
- Implicit attitudes favored non-marginalized student groups (average effect size 0.56).
- Effect sizes varied based on implicit measures, stimuli, and student groups.
- Little to no correlation found between implicit and explicit teacher attitudes.
Conclusions:
- Implicit teacher attitudes show bias favoring non-marginalized students.
- Methodological choices significantly moderate implicit attitude effects.
- Further research needed on implicit bias and educational equity.
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