More than Teacher Bias: A QuantCrit Analysis of Teachers’ Perceptions of Young Black Boys’ Noncognitive Skills

Abstract

Studies of racial bias document how racial meanings shape human perceptions and interactions in a variety of social institutions, including education. However, few sociologists connect quantitative evidence of racial bias to sociological theories of racism. Consequently, quantitative analyses of teacher racial bias are frequently decontextualized. This paper uses national data on kindergarteners to examine racial/ethnic disparities in teacher perceptions of boys’ noncognitive skills. We find evidence of teacher racial-gender bias that casts young Black boys as more often exhibiting poorer noncognitive skills as compared to their non-Black peers. Interestingly, we find no difference between teachers’ ratings of Black and non-Black boys’ interpersonal skills. We analyze our findings using sociological theories of racism. By doing so, we provide a Du Boisian framework for interpreting evidence of racial bias in education. We also discuss the implications of our paper for contextualizing racial biases in other social institutions.