Teachers informed of their stereotypes before term grading increase grades assigned to immigrants.

If individuals become aware of their stereotypes, do they change their behavior? This study explores this question in the context of teachers’ bias in grading immigrants and native children in middle schools. 

Teachers give lower grades to immigrant students compared to natives who have the same performance on standardized, blindly-graded tests. We then relate differences in grading to teachers’ stereotypes, 

Math teachers with stronger stereotypes (elicited through an Implicit Association Test (IAT)) .give lower grades to immigrants compared to natives with the same performance. Literature teachers do not differentially grade immigrants based on their own stereotypes. 

The authors shared teachers’ own IAT score with them, randomizing the timing of disclosure around the date on which they assign term grades. All teachers informed of their stereotypes before term grading increase grades assigned to immigrants. 

Revealing stereotypes may be a powerful intervention to decrease! discrimination, but it may also induce a reaction from individuals who were not acting in a biased way.