Abstract
Teachers’ implicit and gender bias can affect students’ behavior and academic performance in the classroom, impacting female students the most. Implicit and gender bias occur when individuals exhibit a preference for certain groups while excluding members of other groups. In this instance, teachers often may overlook minority students based on their perceptions of students’ gender and racial identities. Since attitudes can influence individuals’ perceptions of others, teachers may exhibit both implicit and explicit biases toward their students (Andrews et al., 2019). This project examines various forms of teachers’ implicit bias and explores how these biases may influence the academic outcomes of female students.
The project aims to develop strategies to help mitigate teachers’ implicit and gender biases in the classroom. The strategies proposed to reduce teachers’ implicit bias will contribute to improving the academic achievement of female students. The theoretical frameworks of Critical Race Theory and intersectionality will guide the project in supporting teachers to implement equitable teaching practices.