This brief was developed using Microsoft Copilot and edited by Charlotte Sutcliffe, Duke undergraduate research assistant; for full text and references see
Shi, Y., & Zhu, M. (2023). Beyond the “model minority” Mirage: How does positive bias affect asian students and other students of color? Retrieved from https://surface.syr.edu/cpr/474/
Background:
This study investigates the impact of positive racial bias in teacher assessments, particularly the “model minority” stereotype applied to Asian American students, and its unintended consequences on other students of color. The model minority often perceives Asian students to be high achieving, which can distort teacher expectations and evaluations, influencing academic tracking and long-term outcomes.
Findings:
Using data from over 1.4 million students and 50,000 teachers in North Carolina (grades 3–8, 2007–2013), the authors compare teacher evaluations with standardized test scores to detect bias. They find that teachers consistently overrate Asian students’ academic abilities relative to White peers with identical test scores and behavioral profiles. Specifically, Asian students are 12% more likely to be overrated and 14% less likely to be underrated. This bias spans both math and reading, and across elementary and middle school levels. However, the bias is not uniform within the Asian student population - Southeast Asian students are less likely to be overrated compared to South and East Asian peers.
The presence of Asian students in a classroom has a measurable negative spillover effect on Black and Hispanic students. When an Asian student is present, teachers are significantly less likely to overrate Black and Hispanic students compared to White students. This is due to pre-existing racial biases which are widened in teacher assessments. This suggests that the positive bias toward Asian students may inadvertently reinforce negative stereotypes about other minority groups.
The authors emphasize that teacher expectations are powerful predictors of student outcomes, influencing not only grades but also access to advanced coursework and long-term academic trajectories.
Takeaways:
While the “model minority” stereotype may appear beneficial on the surface, it perpetuates inequities by distorting teacher perceptions and disadvantaging other students of color. Addressing these biases is essential to fostering a more equitable educational environment for all students.
Recommendations include professional development and implicit bias training for teachers, as well as institutional practices that promote objectivity in student evaluations and academic recommendations.