In some recent studies, researchers have measured teacher implicit bias and some have shown that teacher bias predicts student academic outcomes. Currently, however, how bias is portrayed to individual students is largely unknown. In this exploratory qualitative study, observations totalling 4 h per participant were undertaken with ten secondary, six intermediate, and four primary teachers in New Zealand. We utilised a thematic analysis approach to identify three themes: “differential nonverbal behaviours”, “differential academic interactions” and “differential reactions under the same conditions” that captured teachers' classroom interactions. Our findings suggested that teachers’ differential behaviours were mediating teacher bias. This was because teacher bias was recorded in every classroom; however, teachers displayed biased behaviours to varying degrees. Bias was displayed through various nonverbal and academic interactions, and some teachers portrayed their bias by treating some students differently when the situation for all students was the same.

在最近的一些研究中，研究人员测量了教师内隐偏见，一些研究表明教师偏见可以预测学生的学业成绩。然而，目前，如何将偏见描述给个别学生在很大程度上是未知的。在这项探索性的定性研究中，每位参与者总共观察了 4 小时，对新西兰的 10 名中学教师、6 名中级教师和 4 名小学教师进行了观察。我们使用主题分析方法来确定三个主题：“不同的非语言行为”、“不同的学术互动”和“相同条件下的不同反应”，这些主题捕捉了教师课堂互动。我们的研究结果表明，教师的不同行为是教师偏见的中介。这是因为每个教室都记录了教师的偏见。然而，教师表现出不同程度的偏见行为。偏见通过各种非语言和学术互动表现出来，一些教师通过在所有学生的情况相同时对一些学生区别对待来描绘他们的偏见。