ABSTRACT
This chapter provides an overview of how implicit bias interferes with students’ academic achievement at the classroom level and the school/community level. Studies discussed focus on the influence of implicit bias on teacher expectations, teacher traits, curricular materials, and accessibility. Furthermore, culturally responsive practices and leadership are discussed as they relate to the effects of implicit bias on academic success. The chapter culminates by establishing the link between academics and discipline and offering the “double-edged sword” as an analogy for the dual impact of implicit bias in school and the potentials for perpetuation beyond school years.
