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Newswise — A recent study, co-authored by a University of Notre Dame professor, shows how educators’ racial and gender biases affect their assessments of students’ academic skills based on noncognitive skills, which include behavior, class participation, self-discipline and interpersonal skills.
Using a national dataset, Calvin Zimmermann, assistant professor of sociology at Notre Dame and Grace Kao, Yale University IBM professor of sociology, examined how first-grade teachers’ perceptions of students’ approach to learning can affect how they rate those students’ academic skills.
