Fundamental Attribution Error in the Classroom: Why and How Bias Hurts?

Abstract

The purpose of this article is to explore the fundamental attribution error (FAE) and its sociocultural implications in educational settings, examining its role in shaping teacher-student interactions and perceptions of accountability, particularly across diverse cultural contexts. Drawing on empirical research and theoretical analysis, including Garcia's work on the miseducation of Latina girls, the article discusses the emergence of FAE as a cognitive bias that influences educational trajectories and reinforces systemic inequalities. Findings suggest that a universal cognitive mechanism is at play, but its impact varies with cultural nuances, requiring culturally responsive pedagogical strategies. The article calls for an educational shift toward inclusivity and equity and urges further research and the development of interventions to mitigate the influence of biases such as the FAE in schools worldwide.