AN UMBRELLA REVIEW OF THE RESEARCH ON TEACHERS’ BIAS AND EXPECTATIONS

This umbrella review synthesizes research on teachers' biases, attitudes, beliefs, and expectations from studies conducted between 1968 and 2022. It explores the definitions, intersections, and impacts of these constructs on educational outcomes, emphasizing the importance of distinguishing between attitudes/biases and beliefs/expectations. The review includes 20 studies focused on K-12 settings and uncovers how implicit and explicit biases shape teacher expectations, leading to differential treatment of students based on race, ethnicity, socioeconomic status, ability, and gender. This analysis highlights the cyclical nature of bias and expectations, where teachers' beliefs influence student outcomes, reinforcing or challenging those beliefs. The findings suggest the need for theoretical clarity, intersectional research, and targeted interventions in teacher education and professional development to mitigate the adverse effects of teacher biases and expectations on students, particularly those from marginalized groups. Implications for policy, practice, and future research are also discussed.