Ethnic and racial disparities in educational outcomes, such as test scores, are a core issue of educational research. While the role of student and family factors in the formation of such disparities is well established, existing studies fail to draw a similarly clear picture of how teachers contribute to ethnic and racial achievement gaps. In contrast to previous studies, which focussed on the consequences of rather blatant forms of discrimination, such as in teachers’ grading practices, this study investigates rather subtle processes that might result in discrimination of ethnic and racial minority students. In particular, I address stereotypes among teachers and analyse if they induce bias in their achievement expectations for ethnic minority school beginners. Additionally, I analyse if such bias results in a self-fulfilling prophecy and contributes to ethnic achievement gaps at the end of first grade. Multilevel regressions applied to a sample of 1007 children and 64 teachers in German primary schools reveal that different teachers internalize distinct stereotypes regarding ethnic achievement gaps and the achievement-related attributes of ethnic minority students. I also find that teachers with more negative stereotypes expect lower mathematics and reading achievements for ethnic minority students at the beginning of first grade. However, although I replicate the finding that inaccurate teacher expectations result in a self-fulfilling prophecy, I find no statistically significant effects of teacher stereotypes on ethnic differences in the development of students’ reading and mathematical skills throughout first grade.

教育成绩中的种族和种族差异，例如考试成绩，是教育研究的核心问题。尽管学生和家庭因素在这种差异形成中的作用已得到充分确立，但现有研究未能清晰地描绘出教师如何促进种族和种族成就差距。与以前的研究侧重于公然的歧视形式（例如在教师的评分实践中）的后果相反，本研究调查了可能导致对少数民族和种族学生歧视的微妙过程。我尤其要解决教师中的陈规定型观念，并分析他们是否对少数民族学校初学者的成就期望产生偏见。此外，我分析了这种偏见是否会导致自我实现的预言，并加剧一年级末的种族成就差距。对德国小学的1007名儿童和64名教师进行的多级回归分析显示，不同的老师在种族成就差距和少数族裔学生的成就相关属性方面内化了不同的刻板印象。我还发现，刻板印象较消极的老师对于一年级开始的少数民族学生期望较低的数学和阅读成绩。但是，尽管我重复发现教师的期望不正确会导致自我实现的预言，