An Exploration of the Relationship Between Teachers’ Implicit Bias Regarding Islam and Their Response to Student Behavior in a Classroom Vignette

Abstract

The purpose of this study was to gain insight into how early childhood and elementary education teachers within the United States respond to a Muslim student in a classroom-setting scenario. The study explored (a) teachers’ implicit bias level against Islam, (b) whether how teachers’ response to a student’s negative and disruptive behavior differs based on the student’s religious-type name and implied religious background, (c) the extent to which teachers’ implicit bias against Islam can predict responses to a Muslim student’s behavior, and (d) teachers’ overall knowledge and experiences regarding Muslims. A survey was administered to 261 early childhood and elementary school teachers across all four geographical regions of the United States. Results indicated that implicit bias against Islam does exist among teachers in the United States. Further, findings indicated that teachers do respond differently to a Muslim student with disruptive behavior compared to a non-Muslim student with the same behaviors.