More than Teacher Bias: A QuantCrit Analysis of Teachers' Perceptions of Young Black Boys' Noncognitive Skills.

This article examines racial and gender biases in kindergarten teachers' perceptions of boys' noncognitive skills using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS–K). The study finds that teachers are more likely to perceive Black boys as exhibiting more problem behaviors, less self-control, and poorer approaches to learning compared to their non-Black peers, even after controlling for prior behavior, socioeconomic status, and age. However, no significant racial bias was found in teachers' ratings of interpersonal skills. The authors contextualize these findings within sociological theories of race and racism, particularly a Du Boisian framework, emphasizing that such biases are embedded in systemic racial ideologies and structures rather than solely individual prejudice. The article argues for structural solutions to address racial bias in education, highlighting the limitations of individual-level interventions.