First Impressions Matter
研究发现，教师职业生涯初期接触的班级中白人与黑人学生的成绩差距越大，他们未来对黑人学生的评价就越负面，这种偏见源于早期教学经历，且对低分黑人学生更敏感。
<h3>Abstract</h3> We study the empirical relevance of first impressions in the context of education. We find that teachers who begin their careers in classrooms with large White-Black incoming score differentials carry negative views into evaluations of future cohorts of Black students relative to their White classmates. our evidence is based on novel data on blind-scored evaluations and non-blind public school teacher assessments of fourth and fifth graders in North carolina. Teachers’ perceptions are particularly sensitive to early classrooms with relatively low-performing Black students, but not to those with relatively high-performing Black students. Since teacher expectations can shape grading patterns and sorting into academic tracks as well as students’ own beliefs and behaviors, these findings suggest an important link between specific teachers’ novice experiences and the persistence of racial gaps in educational attainment and achievement.