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Download full textDavid M. Quinn – Annenberg Institute for School Reform at Brown University, 2024
Racial equity in education is often framed around "closing the achievement gap," but many scholars argue this frame perpetuates deficit mindsets. The "opportunity gap" (OG) frame has been offered as an alternative to focus attention on structural injustices. In a preregistered survey experiment, I estimate the effects of…
Descriptors: Equal Education, Achievement Gap, Racial Differences, Social Justice
David M. Quinn; Tara-Marie Desruisseaux – Annenberg Institute for School Reform at Brown University, 2022
Scholars argue the "racial achievement gap" frame perpetuates deficit mindsets. Previously, we found teachers gave lower priority to racial equity when disparities were framed as "achievement gaps" versus "inequality in educational outcomes." In this brief, we analyze data from two survey experiments using a teacher…
Descriptors: Racial Differences, Achievement Gap, Academic Achievement, Equal Education
Peer reviewed
Direct linkDavid M. Quinn; Tara-Marie Desruisseaux – Educational Researcher, 2022
Scholars argue that the "racial achievement gap" frame perpetuates deficit mindsets. Previously, we found that teachers gave lower priority to racial equity when disparities were framed as "achievement gaps" (AGs) versus "inequality in educational outcomes." In this brief, we analyze data from two survey experiments…
Descriptors: Racial Differences, Achievement Gap, Academic Achievement, Equal Education
David M. Quinn – Annenberg Institute for School Reform at Brown University, 2020
The "achievement gap" has long dominated mainstream conversations about race and education. Some scholars warn that the discourse around racial gaps perpetuates stereotypes and promotes the adoption of deficit-based explanations that fail to appreciate the role of structural inequities. I investigate through three randomized experiments.…
Descriptors: Achievement Gap, News Reporting, Racism, Stereotypes
David M. Quinn – Educational Researcher, 2020
The "achievement gap" has long dominated mainstream conversations about race and education. Some scholars warn that the discourse around racial gaps perpetuates stereotypes and promotes the adoption of deficit-based explanations that fail to appreciate the role of structural inequities. I investigate through three randomized experiments.…
Descriptors: Achievement Gap, News Reporting, Racial Bias, Stereotypes
David M. Quinn – Annenberg Institute for School Reform at Brown University, 2020
A vast research literature documents racial bias in teachers' evaluations of students. Theory suggests bias may be larger on grading scales with vague or overly-general criteria versus scales with clearly-specified criteria, raising the possibility that well-designed grading policies may mitigate bias. This study offers relevant evidence through a…
Descriptors: Racism, Grading, Ethnic Stereotypes, Educational Policy
Mark J. Chin; David M. Quinn; Tasminda K. Dhaliwal; Virginia S. Lovison – Annenberg Institute for School Reform at Brown University, 2020
Theory suggests that teachers' implicit racial attitudes affect their students, but we lack large-scale evidence on US teachers' implicit biases and their correlates. Using nationwide data from Project Implicit, we find that teachers' implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race.…
Descriptors: Teacher Attitudes, Racism, African American Students, White Students
Mark J. Chin; David M. Quinn; Tasminda K. Dhaliwal; Virginia S. Lovison – Educational Researcher, 2020
Theory suggests that teachers' implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers' implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers' implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race.…
Descriptors: Teacher Attitudes, Racial Bias, African American Students, White Students
