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Results are inconclusive due to pilot limitations but suggest greater statistical power with a larger sample.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-relationship-between-teachers-implicit-racial-attitudes-and-their-labeling-of-classroom-behavior/600215/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-relationship-between-teachers-implicit-racial-attitudes-and-their-labeling-of-classroom-behavior/600215.png","ImageObject",300,407,{"name":42,"@type":43},"RuangKosong","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main research question of this study?","Question",{"text":63,"@type":64},"The study investigates the connection between teachers’ implicit racial attitudes and the labels they attach to disruptive classroom behavior.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What theory underpins the study’s approach?",{"text":68,"@type":64},"The study is grounded in attribution theory, focusing on how teachers make sense of others’ behavior through beliefs about causality, stability, and controllability.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the study test regarding IAT scores and attributions?",{"text":72,"@type":64},"It tests whether teacher education students with higher IAT racial bias scores assign higher internal causality and controllability to Black students’ challenging behaviors than to White students’.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600215,1792458035,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Relationship Between Teachers’ Implicit Racial Attitudesand Their Labeling of Classroom Behavior  \nNicole L. Lorenzetti & Helen Johnson, City University of New York 1  \nAbstract  \nThis study seeks to examine the connection between teacher implicit racial attitudes and how teachers label classroom behavioral disruptions. Grounding the research in attribution theory, which humans use in order to make sense of others’ behavior through beliefs about locus of causality, stability, and controllability, the current study examined whether there was a correlation between the racial bias section of the Implicit Associations Test (IAT) and differences in attributions of Black and white teacher education students to explain challenging behaviors in the classroom. Specifically, this study sought to determine if teacher education students who scored higher on the IAT would assign higher levels of internal causality and controllability for Black students than White students. Seventeen undergraduate and graduate teacher education students from an urban university with an average age 27.4 years participated in this study. The findings of this study are inconclusive as there were several limitations to this pilot study; however, they also indicate that there may be greater statistical power with a larger sample.  \nKeywords: classroom, behavior, implicit bias, race, teacher  \nThis study seeks to examine the connection between teacher implicit racial attitudes and how teachers label classroom behavioral disruptions. There is a wealth of both theory-based and empirical research on implicit racial biases as well as on how labeling classroom behavior impacts student outcomes in the classroom (e.g., Gregory et al., 2016; Little & Welsh, 2019; Riddle & Sinclair, 2019; Skiba et al., 2011; Weiner, 2012; Warikoo et al., 2016). However, there is a lack of empirical evidence regarding the mechanisms through which these implicit attitudes may affect what happens in the classroom. Scant research exists pairing this social psychological concept with educational research on how these attitudes may shape teacher reaction to classroom behavior (Warikoo et al., 2016). Previous research on teacher attitudes toward classroom behavior has focused on explicit attitudes, as implicit attitudes are hard to measure since they are outside of the realm of consciousness. However, these implicit attitudes may hold the key to a new way ofunderstanding teacher-student relations. This study seeks to extend our understanding of how teacher attitudes affect teacher-student relationships by examining the relationship between teachers’ implicit racial attitudes and the labels they attach to disruptive behavioral challenges in the classroom.  \n1. Correspondence concerning this article should be addressed to Nicole L. Lorenzetti, Department of Educational Psychology, The Graduate Center, CUNY, 365 Fifth Avenue, New York, NY 10016. Email: nlo[renzetti@gradcenter.cuny.edu](renzetti@gradcenter.cuny.edu)  \nWith presumably little knowledge of how students’ culture may affect their learning, such as how family structure affects attitudes toward school or how cultural communication patterns affect classroom participation, teachers may deal with student behavioral challenges in the classroom through a deficit-oriented paradigm, using their implicit knowledge stereotype beliefs to guide their decisions (Amatea et al., 2012; Little & Welsh, 2019; Okonofua & Eberhardt, 2015; Riddle & Sinclair, 2019). For example, this connection can be seen through student characteristics that teachers attribute to both students’ success and failure to in the classroom, which can inform how teachers both label and direct student behavior in the classroom (Baldwin et al., 2007; Little & Welsh, 2019; Okonofua & Eberhardt, 2015; Riddle & Sinclair, 2019). These labels and directions are guided by implicit belief systems and attitudes, which exist in unconscious thought. They drive behavior without conscious awa","cbCaijE3ISeCmr3t","https://ap.wps.com/l/cbCaijE3ISeCmr3t","pdf",281509,15,"English","# Abstract\n## Keywords\n# Theoretical Background\n## Attribution Theory","[{\"question\":\"What is the main research question of this study?\",\"answer\":\"The study investigates the connection between teachers’ implicit racial attitudes and the labels they attach to disruptive classroom behavior.\"},{\"question\":\"What theory underpins the study’s approach?\",\"answer\":\"The study is grounded in attribution theory, focusing on how teachers make sense of others’ behavior through beliefs about causality, stability, and controllability.\"},{\"question\":\"What does the study test regarding IAT scores and attributions?\",\"answer\":\"It tests whether teacher education students with higher IAT racial bias scores assign higher internal causality and controllability to Black students’ challenging behaviors than to White students’.\"}]","The Relationship Between Teachers’ Implicit Racial Attitudes and Their Labeling of Classroom Behavior | PDF",1792090257,38]