Racial bias in education
Racial bias can be defined as having discriminatory behavior, prejudice, or negative attitudes towards individuals in terms of their ethnic backgrounds. Racial bias in an educational setting is common among schools and educators. Racial bias in an educational setting involves both explicit and implicit bias. Explicit bias involves positive or negative beliefs about an individual or a situation that affect how we behave toward them. In contrast, implicit bias is the unconscious attitudes, beliefs, or behaviors often pointed toward others (Civitillo et al., 2021). Educational and racial bias affects not only students but also teachers. Racial bias in a classroom setup has significantly changed, given the changes in society and the continued awareness of anti-racism. Teachers and students of color have positive expectations of how they should be treated in their interpersonal relationships, but this is not usually the case. Research shows that black students are likely to be placed in less gifted classes by white teachers, who, in most cases, have low expectations of them (Lorenz, 2021). Teachers are likely to be biased when student outcomes are poor, which affects how they interact with their students and how other teachers perceive and relate to them.
Impact of racial bias on interpersonal relationships
Research on racial bias in an educational setup has far been done on the impact of racism on an individual and how they struggle to adjust. Racial bias by teachers towards students creates disparities in education. Implicit racial bias in a classroom setup is persuasive and can be evident in one’s actions toward another. Research shows that white teachers are more likely to perceive black students as more prominent and more responsible for their age and are less likely to compliment them or congratulate them on exemplary performance. Experimental research done by Yasemin Copur-Gencturk et al. (2023) on the issue of gender and race discrimination found that teachers tended to assume that white students performed better in math tests. Teachers’ implicit associations negatively affect how students relate with them, as students tend to pick up behaviors based on how teachers treat other students. Students of color become fearful and distance themselves when not complimented on their excellent work (Bottiani et al., 2020). Unconscious biases fuel stigma even though teachers have genuine intentions to motivate students, which affects how students relate to themselves and others.
Teachers are biased based on student outcomes. Research shows that teachers of color are perceived to be less qualified and are associated with low expectations and low quality of instruction from their students. 80% of teachers in the United States are white, and nearly half of the schools have white students (Lorenz, 2021). Teachers of color tend to act on their bias when tired or when disciplining students. Black teachers are more likely to discipline white students in their efforts to act on racial bias. Teachers are also discriminated against by other teachers when they are denied opportunities such as leadership, development of educational policies, or implementation of strategies that could otherwise improve the education system in an institution. This may lead to feelings of isolation, leading to discrepancies in teacher-teacher and teacher-student relationships.
Aim of the study
Racial bias in an educational setting is one topic that has captured the eyes of researchers for an extended period. However, limited research exists investigating how racism in schools affects the development of relationships. This study aims to identify the impact of racial bias in an educational setting on interpersonal relationships in school. By investigating implicit and explicit attitudes towards people of color in a school setting, we aim to understand how views on race affect the quality of relationships at the student, teacher-student, and teacher-teacher levels. By focusing on a school setting, the study sheds light on the impact of racism in small gatherings, giving an outward picture of the general society.
Results of the study
This study hypothesizes that students and teachers of color are subjected to implicit or explicit racial discrimination, leading to poor relationship development with their fellow students and teachers. From this study experiment, poor relationships can be evident through self-isolation, not wanting to participate in classwork with other students, fear of being judged due to poor performance, impulsive acting on disciplinary issues by teachers, or not seeking help either from other teachers or students (Bottiani et al., 2020). Poor relationship development can also be evident in how one relates to self, such as having low self-esteem, lack of confidence when engaging with peers, poor social interaction, and poor communication skills.
Benefits of the study to humanity
This study is of significance as it sheds light on the existing gaps of racial bias and how it negatively impacts the development of healthy interpersonal relationships. By observing behavioral factors in an educational setup, the study digs deeper into the ineffectiveness of existing interventions to curb racial bias in institutions. It forms a basis for developing interventions to understand racial bias and minimize its impact. The results from the study show that people of color are more at risk of developing poor interpersonal relationships as compared to whites. By highlighting the adverse effects of racial bias on relationships, the study indicates the importance of positive interpersonal relationships in schools. It emphasizes the need to develop them for educational purposes and societal, mental, and physical well-being—positive interpersonal relationships. Schools still focus on creating a culturally inclusive environment where everyone feels appreciated and safe. This study, however, creates awareness of the diminished efforts to develop a conducive school environment that supports teachers and students regardless of ethnicity.
References
Bottiani, J. H., McDaniel, H. L., Henderson, L., Castillo, J. E., & Bradshaw, C. P. (2020). Buffering Effects of Racial Discrimination on School Engagement: The Role of Culturally Responsive Teachers and Caring School Police. Journal of School Health, 90(12), 1019–1029. https://doi.org/10.1111/josh.12967
Civitillo, S., Göbel, K., Zuzanna Preusche, & Philipp Jugert. (2021). Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher–student relationship quality and school climate. New Directions for Child and Adolescent Development, 2021(177), 77–99. https://doi.org/10.1002/cad.20415
Lorenz, G. (2021). Subtle discrimination: Do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps? Social Psychology of Education, 24(2), 537–571. https://doi.org/10.1007/s11218-021-09615-0
Yasemin Copur-Gencturk, Thacker, I., & Cimpian, J. R. (2023). Teachers’ race and gender biases and the moderating effects of their beliefs and dispositions. International Journal of STEM Education, 10(1). https://doi.org/10.1186/s40594-023-00420-z
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