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Replicating and Extending Effects of “Achievement Gap” Discourse

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.

achievement gap; racial equity; opportunity gap; implicit bias; stereotyping
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EdWorkingPaper suggested citation:

Quinn, David M., and Tara-Marie Desruisseaux. (). Replicating and Extending Effects of “Achievement Gap” Discourse. (EdWorkingPaper: 22-628). Retrieved from Annenberg Institute at Brown University:

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