Research demonstrates the importance of noncognitive skills for educational achievement and attainment. Scholars argue that gender differences in noncognitive skills contribute to the gender gap in education. However, the intersection of student race/ethnicity and gender remains underexplored. Studies that examine how noncognitive skills affect gender or racial disparities in teachers’ perceptions of academic skills often assume that children’s noncognitive skills have the same benefit for all children. This is questionable given that research suggests that racial biases affect teachers’ perceptions of children’s noncognitive skills. Using national data, our paper examines how first-grade teachers’ ratings of approaches to learning affect their ratings of children’s academic skills. We also test if teachers’ ratings of children’s noncognitive skills have similar benefits across racial/ethnic and gender categories. We use two unidimensional approaches and an intersectional approach to gauge whether an intersectional approach gives us additional leverage that the unidimensional approaches obscure. The two unidimensional approaches reveal important results that suggest that children are differentially penalized by race/ethnicity or gender. Our race/ethnicity findings suggest that, in comparison to White children with identical noncognitive skills and test scores, teachers penalize Black children in math and advantage Asian children in literacy. Findings from our gender analyses suggest that teachers penalize girls in both math and literacy. Our intersectional findings indicate that an intersectional approach gives us additional leverage obscured by both unidimensional approaches. First, we find that Black girls and Black boys are differentially penalized in math. Secondly, for teachers’ ratings of literacy, our results suggest that teachers penalize Asian girls but not Asian boys in comparison to White boys. We discuss the implications of our study for understanding the complex relationship between noncognitive skills and social stratification.

研究表明，非认知技能对于教育成就和成就的重要性。学者认为，非认知技能的性别差异加剧了教育中的性别差距。但是，学生种族/民族与性别的交集仍未得到充分开发。检验非认知技能如何影响教师对学术技能的认知中的性别或种族差异的研究通常认为，儿童的非认知技能对所有儿童都有相同的益处。鉴于研究表明种族偏见会影响教师对孩子的非认知技能的认知，因此这是有问题的。我们使用国家数据，研究了一年级教师对学习方法的评价如何影响他们对儿童学习技能的评价。我们还测试了教师对孩子的非认知技能评分在种族/族裔和性别类别中是否具有类似的好处。我们使用两个一维方法和一个交叉方法来衡量一个交叉方法是否为我们提供了一维方法难以理解的额外杠杆作用。这两种单维方法揭示了重要的结果，表明儿童受到种族/民族或性别的不同惩罚。我们的种族/族裔调查结果表明，与具有相同非认知技能和测验分数的白人孩子相比，教师在数学上惩罚黑人孩子，而在识字方面则优于亚裔孩子。从我们的性别分析中发现，教师在数学和读写能力上都对女孩进行惩罚。我们的相交结果表明，相交方法给我们带来了额外的杠杆作用，而这两种一维方法都掩盖了这种情况。首先，我们发现黑人女孩和黑人男孩在数学上有差别。其次，对于教师的读写能力评估，我们的结果表明，与白人男孩相比，教师对亚裔女孩的惩罚是对亚裔男孩的惩罚，而不是对亚裔男孩的惩罚。我们讨论了我们的研究对于理解非认知技能和社会分层之间的复杂关系的意义。