Environment and Social Psychology

A Systematic Review of Teacher Bias and Its Effects on Student Academic Achievement: A Social-Psychological Perspective

Xuezhu Yan

School Of Applied Psychology, Social Work & Policy，College of Arts & Sciences, Universiti Utara Malaysia, Kedah, 06010, Malaysia

Nurhazlina Mohd Ariffin

School Of Applied Psychology, Social Work & Policy，College of Arts & Sciences, Universiti Utara Malaysia, Kedah, 06010, Malaysia

Ahmad Shukri Abdul Hamid

School Of Applied Psychology, Social Work & Policy，College of Arts & Sciences, Universiti Utara Malaysia, Kedah, 06010, Malaysia

DOI: https://doi.org/10.59429/esp.v10i10.4057

Keywords: Teacher bias; Academic achievement; Equity in education; Gap in achievement; Implicit bias; Ethnicity and race; Socioeconomic status; K–12 Education

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Abstract

One of the biggest obstacles to educational equity is teacher bias, which can be based on a student's race, ethnicity, or socioeconomic background. The degree to which this prejudice results in significant disparities in students' academic performance necessitates a thorough, methodical synthesis, even if its existence is generally accepted. The empirical data on how teacher prejudice affects K–12 student achievement is compiled and evaluated in this review. We conducted a comprehensive search of PubMed, ERIC, Web of Science, and Scopus in accordance with PRISMA 2020 standards to find quantitative studies published up until July 2025 that examined the relationship between teacher bias and objective academic achievement while adjusting for confounding variables. An initial screening identified 7 studies as potentially eligible; however, after applying the final inclusion criteria and manual searches, 15 studies met all requirements and were included in the review.  In a variety of foreign contexts, the data consistently shows a statistically significant negative correlation between student academic achievement and teacher bias.  Even after adjusting for students' prior success, test scores, grades, and teacher expectations were all negatively correlated with implicit and explicit biases against low-SES and minority students.  The results demonstrate that teacher bias is a powerful factor that actively contributes to and maintains educational gaps rather than just being a conceptual mistake.  This review emphasizes the critical need for institutional reforms and comprehensive, evidence-based anti-bias interventions for educators that aim to eliminate the ways in which bias impedes social mobility and student learning.

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