In this paper, research on implicitly measured teacher associations with social groups of students (attitudes and stereotypes) is reviewed. The aim of this review is to describe the theoretical and methodological underpinnings of the use of implicit measures in educational research, to summarize the research completed so far in which implicit measures have been used, how implicitly measured attitudes and stereotypes are related to different teacher factors and student outcomes, and to discuss challenges and directions for future research on implicit measures and their effects. A total of 49 studies was reviewed. These studies show that the use of implicit measures of teacher attitudes and stereotypes has great potential for the understanding of differential treatment of students by their teachers, but also that this line of research needs further development, with more focus on the validation of implicit measures and study designs in experimental and field settings.

本文回顾了关于隐性测量的教师与学生社会群体（态度和刻板印象）的关联的研究。这篇综述的目的是描述在教育研究中使用内隐测量的理论和方法论基础，总结迄今为止使用内隐测量的研究，内隐测量的态度和刻板印象如何与不同的教师因素相关联和学生成果，并讨论未来研究隐性措施及其影响的挑战和方向。共审查了 49 项研究。这些研