Gabrielle Fack discussion of: Teacher bias
利用意大利数据，研究当地移民背景如何影响教师对外国背景学生的态度，发现移民比例增加地区教师给外国学生的非盲测口试成绩低于本地学生，且在小城市和年长教师中效应更大。
The recent large flows of refugees from Ukraine in European countries, and in particular, the arrival of many children fleeing their homes since the Russian invasion stress again the key role that school systems play in the integration of migrants. It is therefore important to understand how school teachers interact with students of migrant origins, in order to detect potential biases and develop policies to address them. This paper tackles this question by studying how the local immigration context affects teacher’s attitudes towards children of foreign origin, using data from Italy. More precisely, the paper shows that, in areas that experience an increase in the immigrant share in the local population, grades given by teachers for an oral non-blind test to children of foreign origin are on average lower than grades given to natives, even after controlling for student’s grades in blind tests. The paper also shows that the effects are larger in smaller cities and for older teachers. Moreover, the effect seems to be driven by areas where negative sentiment towards immigrants is on average higher.