Teacher Favoritism

Teachers and students anonomously give their input on teacher favoritism

Teacher Bias Fact or Fiction?

Ally Madden reporter Caroline Erickson reporter

Students typically have seven or more classes in a given year. Within those classes they have a variety of different teachers, each with a different style and personality. It’s a given that students have a favorite teacher; one that they wave to in the hallway,talk to after class . Many of these students are outspoken as to who is their favorite or even least favorite teacher without any fear of being penalized. A question more daring to ask however, is; who is a teacher’s favorite student? It is inevitable to have biases, but many teachers claim they do not. To settle this debate, students and teachers gave anonymous input on the issue of teacher bias.

While some teachers may have a favorite student, most agree that specific groups are shown special treatment. “Math teachers tend to like the popular athlete boys while ELA teachers always favor cheerleaders,” an anonymous senior said. Showing favoritism does not always mean letting students off easy, but sometimes showing them more attention. “Teachers usually pick on the kids they like the most and make jokes about them,” an anonymous senior said. After getting strong statements from students in their survey, Spotlight sent every teacher an anonymous Google form to ask their opinions on the matter of favoritism. Some teachers failed to admit the relevance of favoritism while others claimed they tried their best to fight unconscious bias. When asked if teachers believed they are guilty of showing favoritism, one teacher appeared to be offended by the question. “I don’t even pick a favorite color. My rainbows would not be as magnificent if 6 of the colors were jealous,” an anonymous teacher said.

Another teacher tries their best to make every student feel special.

“I care about each and every student. I connect more with some than others but do my best to make each one feel that I “see” them,” anonymous teacher said. Teachers were asked how to address this problem. One teacher’s response seemed less serious than most. “Seven hours of professional development for teachers. Then, our favorite students can have another day off from school!” an anonymous teacher said. Another teacher provided a more thoughtful approach. “Not sure there is a onesize fits all solution, other than to acknowledge that it does exist. Just like racism and sexism, or any other discriminatory bias, the first step in resolving the issue is to give it a name and recognize our own participation in it,” anonymous teacher said. When a student knows that a teacher has a favorite, they may be less inclined to do their best work.

“If a teacher doesn’t like me, it doesn’t matter how much effort I put in, I’m still going to receive a bad grade” a senior said. On the flip side, this makes some teachers work harder. “I always try hard to prove to my teacher’s that I care about their class and want to succeed, even if I think they don’t like me,” a senior said. Overall, many teachers were grateful for the opportunity to speak out, as this issue has not been discussed very often. “I think continuing to educate on the sensitivity of this subject. This is a good question and I know I have been guilty of it as a teacher. I appreciate this survey to reflect on this issue more” a teacher said.

As long as teachers acknowledge that bias exists, change will be possible.

Student Answers

Opinion Opinion 9 9 Teacher Answers

THE NEXT CHAPTER

Reese Hager reporter Rajneet Lehal reporter

Seniors share their unique paths for next year

DUKE Supta Das Q

What is your plan as far as after high school?

“After graduation, I plan on double majoring in neuroscience and public policy at Duke while also being on the pre-med track. After undergrad, I want to go to either go to med school or pursue a PhD and do research.” What made you choose this route?

“I have always had a passion for brain science, but I became more interested in this field because of volunteering with the Alzheimer’s Association in high school.. .I also really got into public policy as a result of doing debate and realizing the drastic effects of legislation. Double majoring in both neuroscience and public policy would allow me to become a better advocate.” Do you think this is more beneficial to you than attending a university closer to home?

“They offered a lot of opportunities...Duke offers a lot of interdisciplinary programs which I couldn’t find at other schools. Duke is also a smaller school, which allows me to get more one-on-one contact with professors which is really important for my learning.”

SCAD

David Hudler Q

What is your plan as far as after high school?

“My plan after high school is to attend Savannah College of Art and Design in Georgia.” What made you choose this route?

“I chose this route because it’s the most creative, spontaneous, and adventurous school I could attend... with my major, film and television, Georgia and SCAD will give me the opportunity to work on real blockbuster sets and have technological and logistic hands on experience. In my opinion, going to Savannah is a much more beneficial decision than going closer to home. There are a ton of work and internship opportunities, specifically for the major of my choice of film production.”

Q What is your plan as far as after high school?

“ I plan on going into the United States Military, I’m between Marines and Navy at the moment. But I do want to get my associates degree at JCCC which is just two years.” What made you choose this route?

“I chose to go into the military because it’s been something I have been interested in since the end of my freshman year. I always had a great sea of respect for the military I just never knew what branch would be right for me. I’ll be the second person in my family to choose this path, after my Grandfather.” Why did you choose military over tradtional university?

“I’d rather do something I would be passionate about for my time out of high school, I’m not saying that education isn’t important, I’m still getting education, it’s just in a different way. Everyone has a calling, the military just happened to be mine. I’m all about serving and protecting, it may be a huge challenge, but it is one that I am willing to take and risk. ”

MILITARY

Irina Mikos

Q What is your plan as far as after high school?

“I am serving a mission for the Church of Jesus Christ of Latter Day Saints for the next 2 years in Chile, following that I will be attending BYU and major or Physiology and Developmental Biology.”

What made you choose this route?

“I have wanted to go and serve on a mission for as long as I can remember, but especially after seeing my older brother go when I was a freshman I had no doubt.”

MISSION

Ethan Evans

How do you think this will benefit you in the long run?

“I think this will help me grow and mature, going on a mission for that long requires a lot of discipline. Both of my brother that have gone have came back bilingual or trilingual, which will be beneficial regardless of my future career”