Ethnic Minority Students Research Articles

Student engagement with automated feedback on academic writing: a study on Uyghur ethnic minority students in China

ABSTRACT Aided by big-data technology and artificial intelligence, automated writing evaluation (AWE) systems aim to help students engage in self-regulated learning and improve their academic writing in the digital era. While much research on student engagement with AWE systems has been conducted in mainstream classrooms, little attention has been paid to ethnic minority students who have different educational experiences and sociocultural backgrounds. This study investigates how a group of ethnic minority students from Xinjiang Uyghur Autonomous Region engaged with an AWE system in academic writing during an 18-week semester at a comprehensive Chinese university. Data were collected from multiple sources including student multiple-draft assignments, AWE feedback, and retrospective interviews with the students. The participants were found to engage with the AWE system behaviourally, cognitively, and affectively in their writing and revision, but the extent to which they engaged in the process is influenced by their multilingual proficiency, familiarity with digital technologies, learning beliefs and sociocultural identities. Those who were more actively engaged and obtained more learning gains tended to capitalise on their linguistic and cultural capital in their engagement with AWE feedback in their writing. The article concludes with educational implications for ethnic minority students in higher education.

Determinants of ethnic minority students’ sense of belonging in Hong Kong: teachers’ narratives and perspectives

ABSTRACT This article examines nine secondary school teachers’ narratives and perspectives about the determinants of their ethnic minority students’ sense of belonging in Hong Kong. The thematic analysis of their in-depth interviews reveals three sets of determinants of belonging, including demographic, personal, and intercultural factors. The study findings underscore the importance of students’ socialisation contexts and the critical role of the Chinese language curriculum and the social reception towards non-European immigrants in Hong Kong. The paper discusses the potential avenues of educational policy and practice interventions for developing a stronger sense of belonging among young people with immigrant and ethnic minority backgrounds in the multicultural societies of settlement.

Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study

Teachers often provide more positive feedback to ethnic minority students than to ethnic majority students in order to compensate for potential discrimination. However, even feedback that sounds positive can have unwanted effects on the students, such as reinforcing negative beliefs and reducing motivation. In this experimental pilot study, we investigated whether teachers were more likely to convey such dysfunctional feedback to students from immigrant backgrounds than to students from non-immigrant backgrounds. Teachers (N = 186) read descriptions of classroom situations and indicated the feedback they would provide to the fictive students. The students’ names implied either an immigrant background associated with low competence stereotypes or no immigrant background. For the most part, feedback did not differ according to immigrant status. Yet, there were some situation-specific differences: When immigrant students failed despite effort, teachers used a simpler language in their feedback. In one of two scenarios describing students who succeeded easily without effort, teachers were more likely to provide dysfunctional ability feedback, dysfunctional effort feedback, and inflated praise to a student from an immigrant background than to a student from a non-immigrant background. A subsequent expert survey (N = 12) was conducted to evaluate the scenario-based feedback test. In sum, the study contributes to the field by providing first signs that students from immigrant backgrounds might be at risk of receiving not only more positive but actually more dysfunctional feedback. Furthermore, the study presents a practice-oriented, standardized, and economic instrument to assess teachers’ dysfunctional feedback, which may be used in future research.

Decolonisation of curricula in undergraduate dental education: an exploratory study

Aims To explore experiences and perceptions of students and staff regarding decolonisation of the curriculum in a dental undergraduate programme.Methods Participants were invited to respond to an online survey on decolonisation of the dental curriculum. The target population included current students on the Bachelor of Dental Surgery and Bachelor of Dental Therapy and Hygiene programmes, as well as dental staff at a university in the South West region of England. The common items for student and staff versions of the survey were focused on six themes: representation; content; peer engagement; assessment; language and communication; and culture. All responses were anonymous. Data on programme, year of study, age, sex and ethnicity were captured on a voluntary basis.Results In total, 34 staff members and 120 students from two different programmes participated in the survey, yielding a response rate of 87.17% for staff and 45.28% for students. A comparison showed that average student responses were lower compared with average staff responses. Of the 24 survey items, 17 showed significantly lower scores reported by minority ethnic (ME) students. ME students were, when compared with white counterparts, less likely to report that their programme included opportunities for group discussions about ethnicity and privilege. Similar comparisons of staff responses did not show significant differences between white and ME staff. Nevertheless, responses by staff and students across the board highlighted the need for further steps to improve the representation of ME groups in the curriculum.Conclusions This study provides useful insights into the perceptions and experiences of students and staff regarding the decolonisation of the dental curriculum in an undergraduate dental programme. Responses by the participants across the board identified several areas which could benefit from better representation of ME groups. Significant differences were noted between staff and student scores and also between white and ME students, indicating the latter group demonstrated more awareness regarding issues of representation. The findings underscore the need to take further steps to decolonise dental curricula.

Just ethnic matching? Racial and ethnic minority students and culturally appropriate mental health provision at British universities

ABSTRACT Purpose The need for “culturally appropriate” support for racial and ethnic minority (REM) students has prompted several British universities to embrace targeted interventions such as “ethnic matching” to encourage professional help-seeking on campus (i.e., pairing REM students with ethnically similar practitioners). There remains, however, little clarity on what culturally appropriate support entails. This study explores how REM students define culturally appropriate support and the approaches they view to be effective in promoting help-seeking. Methods Semi-structured interviews were conducted with 48 REM students in two British universities. Data analysis was guided by principles of constructivist grounded theory and reflexive thematic analysis. Results REM students discuss three ways universities can provide culturally appropriate support; via ethnic matching; a broader cultural appropriateness; or a person-specific service. For these students, a service narrowly focusing on race/ethnicity has the potential to remove rather than enhance accountability and engagement within mental health service provision, and not adequately valorize the experience of the student as both individual and racialized. Conclusion A protocol-driven and instrumental understanding of “culturally appropriate” support may serve to reduce REM student willingness to seek professional help. Universities, therefore, should commit to a student-centred process, combining racial diversification and cultural recognition with a reflexive person-specific approach.

The impact of communal learning contexts on adolescent self-concept and achievement: Similarities and differences across race and gender.

Misalignment between students' communal values and those expressed in classrooms is an obstacle to academic engagement, especially in mathematics, and especially for racial ethnic minority and female students. Using 10 schools across the United States, we conducted a longitudinal field study in 8th grade mathematics classes to investigate: (a) how perceptions of communally oriented classrooms influence student outcomes in early adolescence, (b) what psychological processes mediate these relations, and (c) whether the influence of perceived communal practices in classrooms have similar or different effects on students with varying social identities based on race, ethnicity, and gender. Results showed that middle school classes that emphasize communality (both social relevance of math and peer collaboration) significantly predicted stronger math self-concept, more behavioral engagement, and better performance in math. These associations were mediated through three psychological processes-belonging, challenge, and self-efficacy. Among racial ethnic minority adolescents, feelings of belonging and challenge in math class were key psychological processes that enhanced math learning outcomes. These processes were activated when classes connected communal values to math. Finally, communal learning contexts benefited girls and boys equally. In sum, communal values practiced by emphasizing social relevance of academic content and using collaborative learning practices engage all students, especially students of color, at a formative period of academic learning in mathematics. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The multilingual lived experience of Mongol-Chinese in China

ABSTRACT This paper explores the multilingual lived experience (MLE) of four Mongol-Chinese individuals. This lived experience is set in the multilingual context of the Inner Mongolia Autonomous Region (IMAR) of China. Compared to the ethnic majority Han people, who are Mandarin (Putonghua) speakers, and who study English as a L2, Inner Mongolian ethnic minority students’ experience is often trilingual, with Mongolian as their L1, Mandarin as their L2, and English as a L3. The study is presented in two analytical stages. First, Interpretative Phenomenological Analysis (IPA) is used to understand the MLE of the Mongol-Chinese participants. IPA shaped the selection of these participants, the semi-structured interview methodology, and the processing and coding of the interview data. The subsequent presentation of the participants’ MLE includes two super-ordinate themes: (a) multilingual experience in school, which appeared to be influenced by externally determined linguistic challenges, and (b) multilingual experience beyond school, which contributed to an ethnic consciousness and a wish to use Mongolian more. Second, post-structuralist theory is used to provide a broader interpretation of the MLE, as well as more general conclusions about the relationship between language and identity in the IMAR and China, with potential relevance also for other multilingual contexts.

Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review

Abstract This paper presents a systematic review of research on Chinese as a Second Language (CSL) education for ethnic minority students in Hong Kong SAR. Using three databases and screening with specific inclusion and exclusion criteria, the study selected 38 empirical studies published in English-language peer-reviewed journals. We find that there has been a surge of publications in Hong Kong in the past decade (2010–2020), and they are mostly authored by scholars from three universities in Hong Kong. Most of the research took a phenomenological approach, using interviews as the main data collection method and focusing on underprivileged South Asian students in secondary schools. The thematic analysis showed that Hong Kong’s CSL adopted a poststructuralist paradigm for understanding and revealing social inequalities surrounding Chinese language education for ethnic minority students. The study concludes that Hong Kong must decolonise its education system to genuinely support ethnic minority students to achieve educational equality and social justice.

“I Truly Feel Like I Have Been Hustling on My Own”: Minority Graduate Students' Experiences in Communication Sciences and Disorders Programs

Purpose:The field of communication sciences and disorders (CSD) is among the least diverse health and education professions in the United States (Luther, 2017). Recruitment efforts have increased the presence of racial and/or ethnic minority students in CSD over the past decade, yet there has been no comparable increase in the membership of professional organizations, indicating a lack of retention. To understand academic-professional retention, we need to know more about the academic experiences of current students.Method:We performed semistructured qualitative interviews with 10 ethnic and/or racial minority clinical and PhD graduate students in CSD programs, focusing on the barriers and challenges they have faced, and the strategies they have developed to navigate their academic environments. Interviews were analyzed using consensual qualitative research procedures.Results:Almost all participants reported experiences of isolation, positive interactions outside the department, and learning to use self-help strategies. Typical themes also included negative interactions within the department (both in an academic and clinical context), and positive interactions primarily with minority peers. The strategies students reported were more varied than their experiences, and included socially focused strategies—for example, reaching out to minority faculty in other departments—as well as individually focused strategies—for example, keeping in mind the temporary nature of a difficult situation.Conclusion:Based on the results, we discuss new approaches and strategies that might help in improving the retention of minority students in CSD programs.

Perceived Discrimination and Dropout Intentions of Underrepresented Minority Students in Engineering Degrees

Contribution: The present research provides new evidence on the predictors of foreign-born (FB) students’ dropout and the situations of discrimination that emerge on engineering campuses. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> Ethnic minority students remain underrepresented in engineering degrees and have higher dropout rates than their White peers. Previous literature pointed out discrimination as a possible cause of these disparities. However, little is known about the factors that trigger these discriminations and to which extent discrimination can predict students’ dropout. Knowing this information will help institutions and governments establish support plans for underrepresented students to increase their participation in engineering degrees. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Questions:</i> 1) Do native-born (NB) and FB students enrolled in engineering degrees differ in their levels of academic satisfaction, self-esteem, perceived discrimination, and dropout intentions? 2) What factors predict the likelihood that FB students would drop out of engineering degrees? 3) What main factors make FB students feel discriminated against on engineering campuses? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> A sample of 602 undergraduate engineering students answered a questionnaire, and descriptive and inferential statistics were performed. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> FB students reported significantly lower self-esteem than NB students. Contrary to what was expected, FB students did not report significantly higher dropout intentions and perceived discrimination than NB students; possible reasons are discussed. Academic satisfaction, self-esteem, and perceived discrimination were significant predictors of FB students’ dropout intentions, with perceived discrimination being the strongest predictor in students most at risk of dropping out. Finally, the study identifies the most relevant reasons, situations, and people causing discrimination on engineering campuses.

Barriers and facilitators to university access in disadvantaged UK adolescents by ethnicity: a qualitative study

ABSTRACT Increasing access to university for those currently under-represented is a UK government priority. Understanding the views of under-represented students can help direct widening participation activities. In recent years, a positive trend finds increasing numbers of Black students attending university, but it is not clear why White disadvantaged student numbers have not increased. Thus, we aimed to explore the student viewpoint on barriers and facilitators to university access in disadvantaged adolescents and how this might differ by ethnicity. We used an online semi-structured interview with questions about applying to university. Seventy adolescents (mean 16.9 yr.) were recruited who are currently under-represented at university level, based on various measures of disadvantage. Black, Asian, and ethnic minority students (BAME) reported similar barriers and facilitators to applying to university as White disadvantaged students. However, there were some differences, for example, BAME participants stated ‘having no choice’ was a reason to apply to university while White participants did not mention this. Also ~60% of BAME students said they would prefer to study close by compared to far away, while only 46% of White participants said this. Our results support previous findings that financial issues are a key barrier to university access and that outreach activities can act as facilitators to increase university access. However, we compare the unique viewpoints on the barriers and facilitators to university access in Black, Asian and White under-represented students. Based on these views we also make recommendations for future widening participation events targeted at different ethnicities.

‘Race’ and academic performance in international higher education: Black Africans in the UK

Much UK higher education research routinely pinpoints the racialized nature of academic performance, but it often fails to even consider if racism contributes to such a pervasive racial or ethnic disparity. While much research in the area often focuses on comparing the attainment of home white and ethnic minority students, little attention is given to the experiences of black African international students (BAIS), particularly in UK higher education. Using semi-structured qualitative interviews, this study documents how ‘race’ shapes academic performance and achievement by exploring the experiences of 21 BAIS undergraduates studying in ten different universities in England. Factors identified, inter alia, include racism and discrimination, and the analysis challenges the narrative of assessment as neutral and objective technology that rewards merit, and lifts the voices of BAIS which are normally silent in the literature about international student experience.

STUDY ON PATRIOTIC EDUCATION AND CHANGES OF PATRIOTIC EMOTION AND BEHAVIOR OF ETHNIC MINORITY COLLEGE STUDENTS

Backgroundthe era of we media has brought new carriers for patriotic education and psychological training of ethnic minorities. On the one hand, it solves the disadvantages of the single training channels and methods of ethnic minorities in the past, and brings new opportunities for ethnic minorities to carry out patriotic education. However, due to its flexibility, universality and virtuality, it brings new difficulties to standardize management and correctly guide public opinion. Especially in the international comprehensive competition, dealing with the regional hot spots caused by ethnic issues has become more complex. Therefore, starting with the demonstration of the theoretical logic of patriotism education and psychology, and according to the characteristics of the we media era, this paper discusses the contemporary significance of patriotism education for ethnic minority students and the logical structure of patriotism psychology from multiple dimensions. In order to better promote the patriotic education of ethnic minorities, the use of scientific emotional behavior change is particularly important.Research Objects and MethodsThis study aims to analyze the contemporary significance of patriotic education for ethnic minorities and the characteristics of the logical structure of patriotism psychology. Taking the minority groups of Hunan Judicial Police College as an example, this paper analyzes the differences between self media based patriotism education and ignoring patriotism education, demonstrates the contemporary significance of minority patriotism education, analyzes the differences in their patriotism psychological practice logic, and takes the Han group as the comparative object. This study adopts the perceived social support scale (PSSs) background and purpose social support is regarded as one of the important mediating factors determining the relationship between psychological stress and health. Social support specifically refers to the spiritual and material help and support given to individuals from all aspects of society, including families, relatives, friends, colleagues, partners, party groups, trade unions and other organizations. It reflects the closeness and quality of a person's relationship with society. However, various researchers have different understandings from their respective theories and research purposes, and their classification is also diverse. At present, it can be roughly divided into two categories. One is objective, practical or visible support, including material direct assistance and social networks. The other is subjective experience support, which refers to the emotional experience and / or satisfaction of individuals who feel respected, supported and understood in society. Many authors emphasize that the effect of social support is consistent with the degree of perceived support. The perceived social support scale (PSSs) introduced by Blumenthal and compiled by zimet et al. Is a social support scale that emphasizes individual self understanding and self feeling. It measures the degree of support perceived by individuals from various social support sources such as family, friends and others, and reflects the total degree of social support felt by individuals with the total score.ResultsThe analysis shows that patriotism education for ethnic minority students through self media is a deep integration of historical development and the characteristics of the times, an important tool for the reunification of the motherland and national unity, and a powerful guarantee based on the nation and facing the world. It is imperative to carry out patriotism education. Secondly, the logic of minority students' patriotism can be divided into three dimensions: cognition, emotion and action, which are interdependent and mutually reinforcing. The results showed that the promotion degree of patriotism education was positively correlated with ethnic areas, but there was no statistical significance (P > 0.05). Among the students' psychological anxiety, debilitating anxiety dominated, and the results were statistically significant (P < 0.01). This means that weak anxiety can be used as an indicator of changes in patriotism.Conclusionaccording to the characteristics of the we media era and the characteristics of ethnic minorities, carrying out patriotism education is of great significance to the reunification and prosperity of the motherland, coping with national hot issues and realizing the “Chinese dream”. Combined with the patriotic psychological logical structure of “cognition emotion action”, this paper constructs a three-tier structure of “socialist core values - Network Security - Network Morality” from the content; Formally, we can establish a progressive model of “loving ourselves, the people, the country, the society and the country”; In terms of institutional mechanism, we can build a multi-level structure of “school school department class”. However, the current research results emphasize the logic of theory and practice, and reveal the law in combination with the characteristics of the we media era. The improvement of subjective well-being of ethnic minorities still has certain limitations, which can consolidate their patriotic mentality and long-term persistence. It plays a positive role in regulating the patriotism of the whole society.AcknowledgementsSupported by a project grant from Hunan Social Science Achievement Evaluation Committee in 2021(XSP21YBC058): Research on Patriotism education of Ethnic minority college students in the We media era.

Traveller students being and relating to an/‘other’: identity, belonging, and inter-ethnic peer relationships in a highly diverse post-primary school

ABSTRACT Irish Travellers have long endured racism in Ireland. In education, they have experienced significantly lower participation and academic achievement rates relative to the settled community. This paper draws on a study examining how an intercultural approach to education was implemented in one urban DEIS post-primary school with a highly diverse student population. Informed by Critical Race Theory, an in-depth qualitative case study design was implemented. Data collection involved twenty-eight semi-structured interviews with staff, Traveller students, ‘other’ minority ethnic students, and White settled Irish students. Data analysis involved several coding stages, and the development of categories. This paper examines one category focusing on issues of identity, belonging, and relationships amongst minority ethnic groups in the school, with a particular focus on the Traveller participants. Participants’ constructions of ‘normality’ are considered with regard to how people ‘look’ and behave as well as their perceptions of student peer relationships and the lack of engagement between student groups. The findings are interrogated in the context of Critical Race, feminist, and class theories, and the prevailing discourse about educational disadvantage. The recommendations for policy, practice, and future research provided emphasise the need for critical engagement with and sensitive implementation of intercultural education in post-primary schools.

Motivation and Its Impact on Language Achievement: Sustainable Development of Ethnic Minority Students’ Second Language Learning

This study examined the English learning motivation of Chinese ethnic university students. A sample of 776 undergraduates from three representative ethnic universities participated in this research. The findings indicated four types of English learning motivation: intrinsic interest, learning situation, personal development, and international communication. There were statistically significant differences between ethnic minority and Han students, and between male and female students. Moreover, the intrinsic interest motivation of Han students was significantly higher than that of ethnic minority students, and female students’ overall motivation and personal development motivation were significantly higher than those of male students. Intrinsic interest motivation had a significantly positive impact on English achievement, whereas learning situation motivation had a significantly negative impact. These findings highlight the improvement of the learning situation and encouragement of intrinsic interest to enhance minority students’ second language learning and sustainable development. Further research on English as a second language should consider the influence of family and ethnic background.

Student–staff partnerships for diversifying and decolonising the higher education curriculum

In this paper, we discuss a student–staff partnership project to diversify and decolonise the Higher Education curriculum at the University of Brighton, UK. The Inclusive Practice Partnership Scheme was launched in November 2020, and now in its second year, recruits 64 undergraduate students to co-develop the curriculum within each of the eight Schools across the University. The Scheme is unique in the sector in its focus on undergraduate student experience as the catalyst for a review of curriculum, supporting the development of this work across a wide range of subject areas. It uses the expertise of academic developers to guide and facilitate the work, developing an institutional approach with localised strategies and outcomes, and establishing effective partnership working relationships with academic staff to change perceptions about the relevance and importance of curriculum reparation in all disciplinary areas. The Scheme is a key part of University strategy that aims to address differential outcomes for Black, Asian and Minority Ethnic students and is supported through the Access and Participation Plan and Race Equality Charter Action Plan.

Racial/ethnic variations in the polyvictimization of college women: results from a large-scale campus climate survey

Social scientific knowledge of the extent, distribution, causes, and consequences of various types of gendered interpersonal violence against North American college women has markedly advanced since the early 1980s. Nevertheless, major research gaps still exist, including a conspicuous absence of quantitative and qualitative data on racial/ethnic variations in female students’ polyvictimization experiences. Using results of the Campus Quality of Life Survey conducted at a large doctoral institution in the South Atlantic region of the United States, this article shows that ethnic minority and White female students are equally at risk of experiencing multiple types of victimizations of different kinds, such as stalking, sexual harassment, physical violence, and sexual assault.

Increasing inclusion for ethnic minority students by teaching the British Empire and global history in the English history curriculum

ABSTRACT From 2020, the long-standing debate regarding the English national curriculum’s capacity to discuss issues of ethnicity and race escalated. The history subject curriculum particularly is seen as excluding ethnic minorities from an ‘Island Story’ often depicting a White Anglocentric identity disassociated with the wider world. In 2021, the Commission on Race and Ethnic Disparities report declared that secondary school education must play a central role in augmenting social inclusion and shaping future citizens. The government’s current position for increasing inclusion places responsibility at the feet of teachers and schools. It is claimed by government that the curriculum’s flexibility and broadness provide opportunity to inject more diversity to what is taught, thereby meeting any demands for inclusivity. Yet the 2021 Historical Association survey emphasised a need amongst teachers for greater support despite making great efforts to diversify the curriculum. This position paper argues that making the British Empire a compulsory topic within the English history curriculum provides a ready-made vehicle for enhancing diversity and inclusion. Bolstered by global history’s methodology of relying on multiple viewpoints, together they would decentre the history curriculum’s insular potential to offer a diverse, inclusive, modern global perspective of Britain’s ‘Island Story’.

Segregation, Securitization, and Bullying: Investigating the Connections Between Policing, Surveillance, Punishment, and Violence

Over the past twenty years, scholarly research on the disproportionate control, surveillance, and punishment of racial/ethnic minority students within U.S. public schools have indicated that these youth are subject to greater levels of violence and bullying. Many scholars have conceptualized the term “youth control complex.” This term references the hyper-criminalization of racial and ethnic minority youth across the U.S., which leads to greater levels of over-policing, surveillance, and punishment in U.S. public schools with large populations of racial and ethnic minority students. Using the 2015–2016 School Survey on Crime and Safety (SSOCS) data, this study addresses two major research questions. First, do racially/ethnically segregated schools have higher rates of policing, surveillance, and punishment? Second, do policing, surveillance, and punishment within segregated schools moderate the rate of bullying? Our findings indicate that majority-Black and majority-Latina/o/x schools do in fact experience hyper-criminalization in U.S. public schools in comparison to majority-White schools. Yet, these increased crime control and punishment efforts in majority-Black and majority-Latina/o/x schools do not have a significant impact on the rate of bullying. Moreover, our findings highlight the educational inequities between majority-Black, majority-Latina/o/x, and majority-White schools.

Teachers’ and preservice teachers’ implicit attitudes toward ethnic minority students and implicit expectations of their academic performance

During the last decade, the body of research investigating teachers’ implicit attitudes toward different student groups, particularly toward ethnic minority groups, has been consistently increasing. The Implicit Association Test (IAT) is the main test that is used for this research purpose. However, what has been neglected so far is the investigation of implicit expectations about ethnic minority students in terms of their academic performance. Thus, the aim of the current study was to employ the Relational Responding Task (RRT) in the educational context as this test allowed us to assess stereotypical expectations in a more holistic way than other implicit measures would allow. We administered the IAT to assess implicit attitudes and the RRT to assess implicit expectations in a sample of teachers and preservice teachers in Italy. We also administered a questionnaire to assess explicit prejudice. For 93 teachers and preservice teachers who worked on all three measures, their implicit attitudes toward and their implicit expectations about ethnic minority students were negative, whereas their explicit prejudice was low. We did not find any correlations between the different measures. The findings are discussed in terms of the reasons for the zero correlations, and the usefulness of considering an implicit measure for teacher expectations in future research is highlighted. In this vein, we might obtain deeper insight into the role that teachers play in the disadvantages ethnic minority students experience in school.