The Annenberg Institute at Brown University offers this national working paper series to provide open access to high-quality papers from multiple disciplines and from multiple universities and research organizations on a wide variety of topics related to education. EdWorkingPapers focuses particularly on research with strong implications for education policy. EdWorkingPapers circulates papers prior to publication for comment and discussion; these papers have not gone through a peer review processes. Contributors can update papers to provide readers with the most up-to-date findings.
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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 sample and an MTurk sample. We find: (1) the effect of “achievement gap” (AG) language on equity prioritization is moderated by implicit bias, with larger negative effects among teachers holding stronger anti-Black/pro-White stereotypes, (2) the negative effect of AG language replicates with non-teachers, and (3) AG language causes respondents to express more negative racial stereotypes.
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