Effects of Race, Class, and IQ Information on Judgments of Parochial Grade School Teachers

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Abstract
Parochial grade school teachers (N = 80) evaluated pictures of two boys previously identified as Hispanic lower class, Hispanic middle class, White lower class, and White middle class based on physical appearance. Initially, race and social class affected teacher judgments. After receiving information about IQ, the teachers reevaluated the pictures. Social class was no longer a factor, but race still influenced teacher judgments to the extent that the high IQ Hispanic child, regardless of perceived social class, was evaluated less positively than the high IQ White child. From the teachers' comments, it was concluded that these teachers believed that their biases were reliable predictors of future success.