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Cited by 625Social and Intergroup PsychologyCritical Race Theory in EducationEducation, Achievement, and Giftedness

The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap

van den Bergh, Linda, Denessen, Eddie, Hornstra, Lisette, Voeten, Marinus, Holland, Rob W.·2010·American Educational Research Journal
DOI 10.3102/0002831209353594
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Abstract

Ethnic minority students are at risk for school failure and show a heightened susceptibility to negative teacher expectancy effects. In the present study, whether the prejudiced attitudes of teachers relate to their expectations and the academic achievement of their students is examined. The prejudiced attitudes of 41 elementary school teachers were assessed via self-report and an Implicit Association Test. Teacher expectations and achievement scores for 434 students were obtained. Multilevel analyses showed no relations with the self-report measure of prejudiced attitudes. The implicit measure of teacher prejudiced attitudes, however, was found to explain differing ethnic achievement gap sizes across classrooms via teacher expectations. The results of this study also suggest that the use of implicit attitude measures may be important in educational research.

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Crossref · 10.3102/0002831209353594

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  • In the Netherlands, students from Turkish and Moroccan immigrant backgrounds who had teachers with higher levels of unconscious bias had lower academic attainment than those whose teachers had lower levels of unconscious bias.

    “in the Netherlands, those who had teachers with higher levels of unconscious bias against people from those backgrounds had lower academic attainment than those whose teachers had lower levels of unconscious bias (van den Bergh, Denessen, Hornstra, Voeten, & Holland, 2010)”

    From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as van den Bergh, Denessen, Hornstra, Voeten, & Holland, 2010

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Authors
van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M., & Holland, R. W.
Affiliations
  • Eindhoven University of Technology
  • Radboud University Nijmegen (NL)
  • University of Amsterdam (NL)
ORCID
Venue
American Educational Research Journal
Publisher
American Educational Research Association (AERA)
Published
2010-06
Volume
47
Issue
2
Pages
497-527
ISSN
  • 0002-8312 (ISSN-L)
  • 1935-1011
DOI
10.3102/0002831209353594
OpenAlex
W2096400920
Cited by
625
References
8
Citations by year
2026: 26 · 2025: 33 · 2024: 47 · 2023: 57 · 2022: 59 · 2021: 52 · 2020: 62 · 2019: 55 · 2018: 61 · 2017: 36 · 2016: 38 · 2015: 24 · 2014: 22 · 2013: 18 · 2012: 16
FWCI
48.43
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • American Educational Research Journal (publishedVersion)
  • TU/e Research Portal (publishedVersion)
  • TU/e Research Portal (submittedVersion)
  • Radboud Repository (Radboud University) (submittedVersion)
Topics
  • Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
teacher prejudice, implicit attitudes, teacher expectations, ethnic minority students, achievement gap, Implicit Association Test, self-report measures, primary school teachers

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