Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?

Abstract Ethnic and racial disparities in educational outcomes, such as test scores, are a core issue of research. While the role student family factors formation is well established, existing studies fail to draw similarly clear picture how teachers contribute ethnic achievement gaps. In contrast previous studies, which focussed on consequences rather blatant forms discrimination, teachers’ grading practices, this study investigates subtle processes that might result discrimination minority students. particular, I address stereotypes among analyse if they induce bias their expectations for school beginners. Additionally, results self-fulfilling prophecy contributes gaps at end first grade. Multilevel regressions applied sample 1007 children 64 German primary schools reveal different internalize distinct regarding achievement-related attributes also find with more negative expect lower mathematics reading achievements students beginning However, although replicate finding inaccurate teacher prophecy, no statistically significant effects differences development students’ mathematical skills throughout