UNCONSCIOUS BIAS AND EDUCATION

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Figure 1a: Raw Average Percentile Rank on Math Score, by race Source: Figure 2B in Cunha et al. (2006). The test is the Peabody Individual Achievement test for Mathematics. Figure 1b: Average Percentile Rank on Math Score adjusted by Maternal Education, by race Source: Figure 3B in Cunha et al. (2006) 39
To understand why adjusting for a child’s social environment dramatically reduces the racial achievement gap, consider Figure 2, which shows test scores by age for white children classified by their mother’s education. Again, gaps in test scores by social background of the child are substantial, arise early and persist. The test score gap between the children of more educated and less educated white Americans is similar to the gap in test scores between white and African Americans. More educated parents simply have access to more financial resources, and are therefore better able to provide their children with nurturing and supportive environments in comparison to less educated parents. They are more likely to provide a home filled with books, an adult environment with universityeducated professional role models, and the experience required to aid in the educational process such as monitoring schools for academic standards. On the other hand, common financial obstacles such as unexpected medical bills, or being the victims of robbery can be crippling blows for families on the edge. The children of these families therefore tend to miss out on the necessary food required to concentrate, or the extra funding needed to play sport and attend field trips. This problem is not confined to the United States. In New Zealand, there are now 45,000 more impoverished children than there were in 2007. 6 Almost a quarter of a million young kiwis, through no fault of their own, do not have access to adequate housing, or suitable clothing. As a result, these children are deprived of the opportunity to learn, to thrive and to socially engage. Family income matters throughout life, but it has its greatest influence on forming the ability of children. Schools do little to budge these gaps even though the quality of schooling attended varies greatly across social classes. A similar story holds for indices of soft skills classified by social and economic status. Figure 2: Average White Children Test Scores by Age and Maternal Education Source: Figure 1 in Heckman (2011) 40
Page 1 and 2: UNCONSCIOUS BIAS AND EDUCATION A co
Page 3: About the authors Anton Blank (Ngā
Page 6 and 7: Foreword Post-colonialism and anti-
Page 8 and 9: Key messages New Zealand M
Page 10 and 11: disadvantaged backgrounds. However,
Page 12 and 13: Americans are forced to deal with e
Page 14 and 15: Racial attacks Data from the 2011
Page 16 and 17: as Māori, Māori/Pākehā, or Euro
Page 18 and 19: acism and discrimination and there
Page 20 and 21: A fourth and similar intervention i
Page 22 and 23: This chapter offers a review of add
Page 24 and 25: 18 Arroll, B., Goodyear-Smith, F.,
Page 26 and 27: 45 Sue, D. W. (2010). Microaggressi
Page 28 and 29: School leavers achieving University
Page 30 and 31: 2014). McCreanor (1997) 23 has docu
Page 32 and 33: atify the Treaty of Waitangi. My fu
Page 34 and 35: loomers” (i.e. they would most li
Page 36 and 37: stereotypes held against Māori. In
Page 38 and 39: Human Rights Committee (2010). Conc
Page 40: 44 Bruce, J., Curtis, H., & Johnson
Page 43: of major economic and social outcom
Page 47 and 48: Figure 3 summarizes the core of his
Page 49 and 50: grows up in, say, Porirua, has diff
Page 51 and 52: science grades, and participation i
Page 53 and 54: Chetty, R., N. Hendren, and L. Katz

UNCONSCIOUS BIAS AND EDUCATION

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