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Challenges in Experimentally Demonstrating Racial Bias in School Discipline: Insights from a Multi-Study Replication

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Title: Challenges in Experimentally Demonstrating Racial Bias in School Discipline: Insights from a Multi-Study Replication
Language: English
Authors: Tory L. Ash, Megan Bruun, Nicole Huth, Joshua C. Felver
Source: Grantee Submission. 2026 114.
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305B200026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Racism, Discipline, Disproportionate Representation, Minority Group Students, Student Behavior, Behavior Problems, Undergraduate Students, Punishment, Labeling (of Persons), Suspension, Racial Differences, African American Students
DOI: 10.1016/j.jsp.2025.101492
ISSN: 0022-4405
Abstract: In an effort to better understand the ways in which racial biases might play out within classrooms among teachers and students, we attempted to replicate an experimental paradigm by Okonofua and Eberhardt (2015). The original study provided persuasive evidence of the ways in which teachers' racial biases might accumulate over the course of multiple interactions, which can serve to damage student-teacher relationships and give rise to racial discipline disproportionality. In replicating their study procedures, participants provided their perceptions and recommendations after reviewing a disciplinary file in which a student misbehaved twice. The race of the student was manipulated as a between-subjects factor. Across four studies with diverse samples of both teachers and undergraduates, we found limited evidence of replication for the core findings of Okonofua and Eberhardt (2015). Although research suggests that racial disparities are pervasive in teachers' disciplinary actions, we did not find evidence of racial biases using this experimental paradigm. Namely, participants did not feel more troubled by the behavior, recommend more severe punishment, more readily label the student as a troublemaker, or suggest that they would be more likely to suspend the Black student, relative to the White student. We discuss the practical and theoretical implications of these non-replication findings and emphasize the importance of replication attempts to understand the boundary conditions of an effect. By sharing and making sense of non-replication findings within the broader literature, researchers have an opportunity to refine theoretical mechanisms of change, formulate the conditions under which an effect occurs, and, ultimately, enrich the science of bias and bias reduction within school settings.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: ED681294
Database: ERIC
FullText Text:
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  Data: Challenges in Experimentally Demonstrating Racial Bias in School Discipline: Insights from a Multi-Study Replication
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  Data: <searchLink fieldCode="AR" term="%22Tory+L%2E+Ash%22">Tory L. Ash</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Bruun%22">Megan Bruun</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+Huth%22">Nicole Huth</searchLink><br /><searchLink fieldCode="AR" term="%22Joshua+C%2E+Felver%22">Joshua C. Felver</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2026 114.
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  Data: 15
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Punishment%22">Punishment</searchLink><br /><searchLink fieldCode="DE" term="%22Labeling+%28of+Persons%29%22">Labeling (of Persons)</searchLink><br /><searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink>
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  Data: 10.1016/j.jsp.2025.101492
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  Data: 0022-4405
– Name: Abstract
  Label: Abstract
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  Data: In an effort to better understand the ways in which racial biases might play out within classrooms among teachers and students, we attempted to replicate an experimental paradigm by Okonofua and Eberhardt (2015). The original study provided persuasive evidence of the ways in which teachers' racial biases might accumulate over the course of multiple interactions, which can serve to damage student-teacher relationships and give rise to racial discipline disproportionality. In replicating their study procedures, participants provided their perceptions and recommendations after reviewing a disciplinary file in which a student misbehaved twice. The race of the student was manipulated as a between-subjects factor. Across four studies with diverse samples of both teachers and undergraduates, we found limited evidence of replication for the core findings of Okonofua and Eberhardt (2015). Although research suggests that racial disparities are pervasive in teachers' disciplinary actions, we did not find evidence of racial biases using this experimental paradigm. Namely, participants did not feel more troubled by the behavior, recommend more severe punishment, more readily label the student as a troublemaker, or suggest that they would be more likely to suspend the Black student, relative to the White student. We discuss the practical and theoretical implications of these non-replication findings and emphasize the importance of replication attempts to understand the boundary conditions of an effect. By sharing and making sense of non-replication findings within the broader literature, researchers have an opportunity to refine theoretical mechanisms of change, formulate the conditions under which an effect occurs, and, ultimately, enrich the science of bias and bias reduction within school settings.
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  Data: 2026
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED681294
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        Value: 10.1016/j.jsp.2025.101492
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      – SubjectFull: Discipline
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      – SubjectFull: Racial Differences
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