Chapter 5: Deconstructing Teacher Bias: Exploring Attributional Bias in Urban Elementary Schools

In this chapter, we address deficit theory as an epistemological nexus that many teachers employ when working with urban students. We also explore three dimensions of attributional bias. Next, we investigate how the socioemotional and academic development of racially diverse students are impacted by the Pygmalion effect. Critical reflection is examined as a means to deconstruct deficit thinking and attributional bias. We conclude with a consideration of the relationship between deficit theory, the attributional biases, and the Pygmalion effect.