Implicit Stereotypes in Teachers' Track Recommendations
AbstractWe study the relationship between teachers' stereotypes and students' high school choice in a setting where students can enroll in more or less demanding high school tracks. We show that teachers with negative stereotypes toward immigrants, as measured by an Implicit Association Test (IAT), are more likely to recommend lower-tier tracks to immigrant students, relative to natives with similar ability and socioeconomic background. Implicit stereotypes may thus prevent immigrant students from nurturing and developing their academic talents.
CitationCarlana, Michela, Eliana La Ferrara, and Paolo Pinotti. 2022. "Implicit Stereotypes in Teachers' Track Recommendations." AEA Papers and Proceedings, 112: 409-14. DOI: 10.1257/pandp.20221005
- I21 Analysis of Education
- I24 Education and Inequality
- J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination