“Model minorities” in the classroom? Positive evaluation bias towards Asian students and its consequences

The fast-growing demographic group of Asian Americans is often perceived as a “model minority.” This paper establishes empirical evidence this stereotype in the context education and then analyzes its consequences. We show that teachers rate students’ academic skills more favorably than observationally similar White students same class, even after accounting for test performance behavior. contrasts with teachers’ lower likelihood favoring Black Hispanic students. Notably, respond to presence any student classroom by widening Black-White Hispanic-White assessment gaps. suggests minority” can negatively impact other minority groups despite ostensibly positive connotation.