Introduction to Bias in Grading Based on Student Race

Grading practices in educational settings are complex and often intertwined with societal biases. This article explores the phenomenon of bias in grading, specifically focusing on how a student's race might influence a teacher's evaluation and grading.

Existence of Race-Based Grading Biases

Is there a bias due to the race of a student? While it is not a universal or clear-cut phenomenon, there is evidence that suggests race can play a role in grading, often unconsciously. An experienced teacher mentioned in this article has observed that black students are generally graded much harsher than other racial groups by many professors. This bias can permeate even the most well-intentioned educational environments, affecting not only grades but also the learning experience and self-esteem of minority students.

Observations and Experiences

One teacher, when instructing, implemented a method to mitigate grading bias. By asking students to submit their homework with a colored tape covering their names, he graded the papers based on specific problems, thus removing human bias from the equation. This approach aimed to ensure consistency and fairness in grading without allowing personal judgments about a student's race to influence their evaluation.

Universality of Race-Based Grading Biases

Surprisingly, race-based grading biases are not confined to specific regions or cultures. The issue is recognized in the UK, where systemic racism has been acknowledged for years. The UK government commissioned the Swann Report in the 1980s to address these concerns, highlighting the persistent achievement gaps between minority and white students.

Impact on Teacher Expectations

Teacher expectations have a profound impact on student achievement. Research and policy documents reveal that some teachers hold lower expectations for black and minority students, favoring white/European students. These biases, embedded in society, are reflected in the educational system. Unfortunately, despite efforts to improve, the achievement of black and Pakistani students remains lower in comparison to others, as evidenced in government statistics.

Highly Subjective Grading

Grading practices vary greatly depending on the subject and the nature of the evaluation. Subjects like writing, philosophy, woodworking, art, and physical education are highly subjective and often open to interpretation. This subjectivity can exacerbate the risk of racial bias, as teachers may unconsciously lean towards or against certain ethnicities based on their personal biases or societal influences.

Conclusion: Addressing and Reducing Bias in Grading

While race-based biases in grading may exist, it is crucial for educators to be aware of and actively work to eliminate them. Implementing strategies such as blind grading, promoting diversity in faculty, and engaging in ongoing professional development on cultural competency can help create a more equitable learning environment. Awareness and proactive measures are essential to ensure that all students receive fair and accurate evaluations.

Keywords: grading bias, student race bias, race-based grading, teacher expectations, socioeconomic disparities