- Amodio, D. M., & Devine, P. G. (2006). Stereotyping and evaluation in implicit race bias: Evidence for independent constructs and unique effects on behavior. Journal of Personality and Social Psychology, 91(4), 652-661 https://doi.org/10.1037/0022-3514.91.4.652 [Google Scholar] [Crossref]
- Ashmore, R. D., & Del Boca, F. K. (1981). Conceptual approaches to stereotypes and stereotyping. In D. Hamilton (Ed.), Cognitive processes in stereotyping and intergroup behavior, (pp. 37-81). Erlbaum Publishers: Hillsdale, NJ. [Google Scholar]
- Bae, S., Holloway, S. D., Li, J., & Bempechat, J. (2008). Mexican-American students’ perceptions of teachers’ expectations: Do perceptions differ depending on student achievement levels? The Urban Review, 40, 210–225. https://doi.org/10.1007/s11256-007-0070-x [Google Scholar] [Crossref]
- Banaji, M. R., & Heiphetz, L. (2010). Attitudes. In D. T. Gilbert & S. T. Fiske (Eds.), Handbook of social psychology (pp. 353–393). Hoboken, NJ: John Wiley & Sons. [Google Scholar]
- Blanton, H., Crocker, J., & Miller, D. T. (2000). The effects of in-group versus out-group social comparison on self-esteem in the context of a negative stereotype. Journal of Experimental Social Psychology, 36(5), 519-530. [Google Scholar]
- Blascovich, J., Spencer, S. J., Quinn, D., & Steele, C. (2001). African Americans and high blood pressure: The role of stereotype threat. Psychological Science, 12(3), 225-229. [Google Scholar]
- Carter, R. T. (2007). Racism and psychological and emotional injury: Recognizing and assessing race-based traumatic stress. The Counseling Psychologist, 35(1), 13-105. [Google Scholar]
- Carter, P. L., Skiba, R., Arredondo, M. I., & Pollock, M. (2017). You can’t fix what you don’t look at: Acknowledging race in addressing racial discipline disparities. Urban Education, 5, 207–235. https://doi.org/10.1177/00420 85916660350 [Google Scholar] [Crossref]
- Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25(10), 1302-1318. [Google Scholar]
- Cohen, S. (2004). Social relationships and health. American psychologist, 59(8), 676. [Google Scholar]
- Costa, S., Langher, V., & Pirchio, S. (2021). Teachers’ implicit attitudes toward ethnic minority students: A systematic review. Frontiers in Psychology, 12, 712356. [Google Scholar]
- Dee, T. S. (2004). The race connection: Are teachers more effective with students who share their ethnicity?. Education Next, 4(2), 52-60. [Google Scholar]
- Denessen, E., Hornstra, L., van den Bergh, L., & Bijlstra, G. (2022). Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review. Learning and Instruction, 78, 101437. https://doi.org/10.1016/j.learninstruc.2020.101437 [Google Scholar] [Crossref]
- Dovidio, J. F., Brigham, J.C., Johnson, B. T., & Gaertner, S. L. (1996). Stereotyping, prejudice, and discrimination: Another look. In N. Macrae, M. Hewstone, & C. Stangor (Eds.), Foundations of stereotypes and stereotyping (pp. 276-319). Guilford. [Google Scholar]
- Dovidio, J. F., Gaertner, S. E., Kawakami, K., & Hodson, G. (2002). Why can't we just get along? Interpersonal biases and interracial distrust. Cultural Diversity and Ethnic Minority Psychology, 8(2), 88. [Google Scholar]
- Doyle, R. A., & Voyer, D. (2016). Stereotype manipulation effects on math and spatial test performance: A meta-analysis. Learning and Individual Differences, 47, 103-116. https://doi.org/10.1016/j.lindif.2015.12.018 [Google Scholar] [Crossref]
- Elhoweris, H., Mutua, K., Alsheikh, N., & Holloway, P. (2005). Effect of children’s ethnicity on teachers’ referral and recommendation decisions in gifted and talented programs. Remedial and Special Education, 26(1), 25-31. https://doi.org/10.1177/07419325050260010401 [Google Scholar] [Crossref]
- Ely, M., Anzul, M., Friedman, T., Garner, D., and Steinmetz, A. M. (1991). Doing qualitative research: Circles within circles. Falmer. [Google Scholar]
- Fazio, R. H., Jackson, J. R., Dunton, B. C., & Williams, C. J. (1995). Variability in automatic activation as an unobtrusive measure of racial attitudes: A bona fide pipeline? Journal of Personality and Social Psychology, 69(6), 1013. [Google Scholar]
- Fazio, R. H., Sanbonmatsu, D. M., Powell, M. C., & Kardes, F. R. (1986). On the automatic activation of attitudes. Journal of Personality and Social Psychology, 50(2), 229. [Google Scholar]
- Field, A. (2009). Discovering Statistics Using SPSS (3rd ed.). SAGE. [Google Scholar]
- Fiske, S. T., & Taylor, S. E. (1991). Social Cognition. McGraw-Hill. [Google Scholar]
- Garcia, C., & Chun, H. (2016). Culturally responsive teaching and teacher expectations for Latino middle school students. Journal of Latina/o Psychology, 4(3), 173–187. https://doi.org/10.1037/lat0000061 [Google Scholar] [Crossref]
- Giroux, H. A. (1992). Language, difference, and curriculum theory: Beyond the politics of clarity. Theory into Practice, 31(3), 219-227. [Google Scholar]
- Girvan, E. J., Gion, C., McIntosh, K., & Smolkowski, K. (2017). The relative contribution of subjective office referrals to racial disproportionality in school discipline. School psychology quarterly, 32(3), 392. [Google Scholar]
- Glock, S., Krolak-Schwerdt, S., Klapproth, F., & Böhmer, M. (2013). Beyond judgment bias: How students’ ethnicity and academic profile consistency influence teachers’ tracking judgments. Social Psychology of Education, 16(4), 555–573. https://doi.org/10.1007/s11218-013-9227-5 [Google Scholar] [Crossref]
- Gorski, P. C. (2018). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. Teachers College Press. [Google Scholar]
- Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: attitudes, self-esteem, and stereotypes. Psychological review, 102(1), 4. [Google Scholar]
- Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. (1998). Measuring individual differences in implicit cognition: the implicit association test. Journal of personality and social psychology, 74(6), 1464. [Google Scholar]
- Harrison, J., & Lakin, J. (2018). Pre-service teachers' implicit and explicit beliefs about English language learners: An implicit association test study. Teaching and Teacher Education, 72, 54-63. https://doi.org/10.1016/j.tate.2017.12.015 [Google Scholar] [Crossref]
- Hornstra, L., Denessen, E., Bakker, J., van den Bergh, L., & Voeten, M. (2010). Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia. Journal of Learning Disabilities, 43(6), 515-529. [Google Scholar]
- Johns, M., Schmader, T., & Martens, A. (2005). Knowing is half the battle: Teaching stereotype threat as a means of improving women's math performance. Psychological Science, 16(3), 175-179. [Google Scholar]
- Johnson, H., Barnard-Brak, L., Saxon, T., & Johnson, M. (2012). An experimental study of the effects of stereotype threat and stereotype lift on men and women’s performance in mathematics. Journal of Experimental Education, 80(2), 137–149. https://doi-org.ezproxy.shsu.edu/10.1080/00220973.2011.567312 [Google Scholar]
- Jordan, A. H., & Lovett, B. J. (2007). Stereotype threat and test performance: A primer for school psychologists. Journal of School Psychology, 45(1), 45-59. https://doi.org/10.1016/j.jsp.2006.09.003 [Google Scholar] [Crossref]
- Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131–155. https://doi.org/10.1207/s15327957pspr0902_3 [Google Scholar] [Crossref]
- Kassin S. M., Dror I., Kukucka J. (2013). The forensic confirmation bias: Problems, perspectives, and proposed solutions. Journal of Applied Research in Memory and Cognition, 2, 42-52. [Google Scholar]
- Katz, D., & Braly, K. (1933). Racial stereotypes of one hundred college students. The Journal of Abnormal and Social Psychology, 28(3), 280. [Google Scholar]
- Kim, M. S., & Ebesu Hubbard, A. S. (2007). Intercultural communication in the global village: How to understand “the other”. Journal of Intercultural Communication Research, 36(3), 223-235. [Google Scholar]
- Kunesh, C. E., & Noltemeyer, A. (2019). Understanding disciplinary disproportionality: Stereotypes shape pre-service teachers’ beliefs about black boys’ behavior. Urban Education, 54(4), 471-498. https://doi.org/10.1177/004208591562333 [Google Scholar] [Crossref]
- Lai, C. K., Hoffman, K. M., & Nosek, B. A. (2013). Reducing implicit prejudice. Social and Personality Psychology Compass, 7(5), 315-330. https://doi.org/10.1111/spc3.12023 [Google Scholar] [Crossref]
- La Salle, T. P., Zabek, F., & Meyers, J. (2016). Elementary student perceptions of school climate and associations with individual and school factors. School Psychology Forum: Research in Practice, 10, 55–65. [Google Scholar]
- Lippmann, W. (1922). Public opinion. Harcourt Brace Jovanovich. [Google Scholar]
- Markus, H., & Zajonc, R. B. (1985). The cognitive perspective in social psychology. In G. Lindzey & E. Aronson (Eds.), Handbook of social psychology (3rd ed., pp. 137-229). Random House. [Google Scholar]
- Marx, D. M., & Goff, P. A. (2005). Clearing the air: The effect of experimenter race on target's test performance and subjective experience. British Journal of Social Psychology, 44(4), 645-657. [Google Scholar]
- Marx, S. (2003). Entanglements of altruism, whiteness, and deficit thinking: White preservice teachers working with urban Latinos. Educators for Urban Minorities, 2(2), 41-56. [Google Scholar]
- Massey, D. S. (2007). Categorically unequal: The American stratification system. Russell Sage Foundation. [Google Scholar]
- Massey, D. S., & Fischer, M. J. (2005). Stereotype threat and academic performance: New findings from a racially diverse sample of college freshmen. Du Bois Review: Social Science Research on Race, 2(1), 45-67. https://doi.org/10.1017/S1742058X05050058 [Google Scholar] [Crossref]
- McCombs, R. C., & Gay, J. (1988). Effects of race, class, and IQ information on judgments of parochial grade school teachers. The Journal of Social Psychology, 128(5), 647–652. https://doi.org/10.1080/00224545.1988.9922918 [Google Scholar] [Crossref]
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE. [Google Scholar]
- Milner, H. R. (2021). Start where you are, but don't stay there: Understanding diversity, opportunity gaps, and teaching in today's classrooms. Harvard Education Press. [Google Scholar]
- Mou, Y., & Peng, W. (2008). Gender and racial stereotypes in popular video games. In R. Ferdig (Ed.), Handbook of research on effective electronic gaming in education (pp. 922–937). Hershey: IGI Global. [Google Scholar]
- Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330(6008), 1234-1237. [Google Scholar]
- National Center for State Courts. (2012). Helping Courts Address Implicit Bias: Resources for Education. Retrieved from http://www.ncsc.org/~/media/Files/PDF/Topics/Gender and Racial Fairness/Implicit Bias FAQs rev.ashx [Google Scholar]
- Neal, L. V., McCay, A. D., Webb-Johnson, G., & Bridget, S. T. (2003). The effects of African American movement styles on teachers’ perceptions and reactions. The Journal of Special Education, 37(1), 49–57. https://doi.org/10.1177/00224669030370010501 [Google Scholar] [Crossref]
- Pantaleo, S. (2016). Teacher expectations and student literacy engagement and achievement. Literacy, 50(2), 83-92. https://doi.org/10.1111/lit.12074 [Google Scholar] [Crossref]
- Parks, F. R., & Kennedy, J. H. (2007). The impact of race, physical attractiveness, and gender on education majors’ and teachers’ perceptions of student competence. Journal of Black Studies, 37, 936–943. https://journals.sagepub.com/doi/10.1177/0021934705285955 [Google Scholar]
- Peregoy, S., Boyle, O., Amendum, S. J. (2023). Reading, writing and learning in ESL: A resource book for teaching k-12 multilingual learners (8th ed.). Allyn & Bacon. [Google Scholar]
- Petty, R. E., Fazio, R. H., & Briñol, P. (Eds). (2008). Attitudes: Insights from the new implicit measures. Psychology Press. [Google Scholar]
- Pigott, R. L., & Cowen, E. L. (2000). Teacher race, child race, racial congruence, and teacher ratings of children’s school adjustment. Journal of School Psychology, 38(2), 177–196. https://doi.org/10.1016/S0022-4405(99)00041-2 [Google Scholar] [Crossref]
- Privitera, G. J., & Ahlgrim-Delzell, L. (2019). Research Methods for Education (1st ed.). SAGE. [Google Scholar]
- Quantz, R. A. (1992). On critical ethnography (with some postmodern considerations). In M. D. LeCompte, W. L. Millroy, and J. Preissle (Eds.). The handbook of qualitative research in education. Academic Press. [Google Scholar]
- Ready, D. D., & Chu, E. M. (2015). Sociodemographic inequality in early literacy development: The role of teacher perceptual accuracy. Early Education & Development, 26(7), 970–987. https://doi.org/10.1080/10409289.2015.1004516 [Google Scholar] [Crossref]
- Rubie-Davies, C. M. (2015). Becoming a high expectation teacher: Raising the bar. Routledge. [Google Scholar]
- Schachner, M. K., Noack, P., Van de Vijver, F. J., & Eckstein, K. (2016). Cultural diversity climate and psychological adjustment at school—Equality and inclusion versus cultural pluralism. Child Development, 87(4), 1175-1191. [Google Scholar]
- Sehlaoui, A. S. (1999). Developing cross-cultural communicative competence in ESL/EFL preservice teachers: A critical perspective (Publication No. 99348338) [Doctoral dissertation, Indiana University of Pennsylvania]. ProQuest Dissertations & Theses Global. https://www.proquest.com/openview/108fb8beabba8eb52cbafbf70e33b9e9/1?pq-origsite=gscholar&cbl=18750&diss=y [Google Scholar]
- Sehlaoui, A. S. (2011). Developing ESL/EFL teachers’ cross-cultural communicative competence: A Research-based critical pedagogical model. Lambert Academic Publishing. [Google Scholar]
- Sehlaoui, A. S. (2018). Teaching ESL and STEM content through CALL: A research-based interdisciplinary critical pedagogical approach. Rowman & Littlefield. [Google Scholar]
- Sehlaoui, A. S. (2019). Developing critical cross-cultural communicative competence in academic leaders, Academic Leader Journal [Google Scholar]
- Sinn, J. (2015) Blacks, Sports and Lingering Racial Stereotypes: A Q&A with Sports Sociologist Ben Carrington, Available at: https://diversity.utexas.edu/2010/08/25/blacks-sports-and-lingering-racial-stereotypes-a-qa-with-sports-sociologist-ben-carrington/ [Google Scholar]
- Sleeter, C. (2008). Preparing White teachers for diverse students. In S. Feiman-Nemser & D. J. McIntyre (Eds.), Handbook of research on teacher education (3rd ed., pp. 559–582). Routledge. [Google Scholar]
- Staats, C., Capatosto, K., Wright, R. A., & Jackson, V. W. (2016). State of the science: Implicit bias review (2016 ed.). Kirwan Institute for the Study of Race and Ethnicity. Available at: http://kirwaninstitute.osu.edu/wp-content/uploads/2016/07/implicit-bias-2016.pdf [Google Scholar]
- Stangor, C. & Schaller M. (1996). Stereotypes as individual and collective representations. In C. N. Macrae, C. Stangor, & M. Hewstone (Ed.). Stereotypes and Stereotyping (pp. 3–37). Guilford Press. [Google Scholar]
- Stricker, L. J., & Ward, W. C. (2004). Stereotype threat, inquiring about test takers' ethnicity and gender, and standardized test performance 1. Journal of Applied Social Psychology, 34(4), 665-693. [Google Scholar]
- Tabachnick, B.G., & Fidell, L.S. (2012). Using Multivariate Statistics (6h ed.). Boston: Allyn & Bacon. [Google Scholar]
- Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers’ expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 253–273. https://doi.org/10.1037/0022-0663.99.2.253 [Google Scholar] [Crossref]
- Van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M., & Holland, R. W. (2010). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47(2), 497-527. [Google Scholar]
- Van Nunspeet, F., Ellemers, N., & Derks, B. (2015). Reducing implicit bias: How moral motivation helps people refrain from making “automatic” prejudiced associations. Translational Issues in Psychological Science, 1(4), 382–391. https://doi.org/10.1037/tps0000044 [Google Scholar] [Crossref]
- Voight, A., Hanson, T., O’Malley, M., & Adekanye, L. (2015). The racial school climate gap: Within-school disparities in students’ experiences of safety, support, and connectedness. American Journal of Community Psychology, 56, 252-267. [Google Scholar]
- Wittenbrink, B., & Schwarz, N. (Eds.). (2007). Implicit measures of attitudes. Guilford Press. [Google Scholar]
- Yang, Y., & Montgomery, D. (2013). Gaps or bridges in multicultural teacher education: AQ study of attitudes toward student diversity. Teaching and Teacher Education, 30, 27-37. https://doi.org/10.1016/j.tate.2012.10.003 [Google Scholar] [Crossref]
- Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D'Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: a self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559. [Google Scholar]
|