Replicating and Extending Effects of “Achievement Gap” Discourse

Bibliographic Data

ID9733930
AuthorsDavid M Quinn (0000-0003-3367-1452, University of Southern California, corresponding author), Tara-Marie Desruisseaux (0000-0002-5083-8376, University of Southern California)
Year2022
Volume51
Issue7
Pages496-499
Publication date2022-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x221118054
OpenAlexW4293070373
LanguageEN
Citations received4
References cited7

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 using a teacher sample and an Amazon MTurk sample. We find that (a) the effect of AG language on equity prioritization is moderated by implicit bias, with larger negative effects among teachers holding stronger anti-Black/pro-White stereotypes; (b) the negative effect of AG language replicates with non-teachers; and (c) AG language causes respondents to express more negative racial stereotypes

Academic achievement · Equity (law · Ethnic group · Inequality · Mathematics education · Political science · Race (biology · Racial bias · Racial differences · Sample (material · Sociology · Student achievement · White (mutation · Critical Race Theory in Education · Education Discipline and Inequality · Gender Studies · Psychology · School Choice and Performance · Social Psychology

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