ArticleChild development
Children and adolescents rectify unequal allocations of leadership duties in the classroom.
Article in Child development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed.
- Adolescents' and children's expectations of fairness and bias in the classroom.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2026Article
- Unfair differentiation, fragmented interventions, and gender reinforcement: a qualitative study of how students experience teachers' school climate work on gender.Frontiers in psychology · 2026Article
- Children and Young Adults Factor Merit Into Their Judgments of Gender-Based Science Resource Inequalities.Developmental science · 2026Article
- Children and adolescents rectify unequal allocations of leadership duties in the classroom.Child developmentArticle
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
Little is known about how children and adolescents evaluate unequal teacher allocations of leadership duties based on ethnicity-race and gender in the classroom. U.S. boys and girls, White (40.7%), Multiracial (18.5%), Black/African American (16.0%), Latine (14.2%), Asian (5.5%), Pacific Islander (0.4%), and other (4.7%) ethnic-racial backgrounds, 8-14 years, N = 275, evaluated teacher allocations of high-status leadership positions favoring specific ethnic-racial or gender groups during 2018-2021. Adolescents, more than children, negatively evaluated unequal teacher allocations of leadership duties that resulted in group-based inequalities, expected peers who shared the identity of a group disadvantaged by the teacher's allocation to view it more negatively than others, and rectified inequalities. Understanding perceptions of teacher-based bias provides an opportunity for interventions designed to create fair and just classrooms that motivate all students to achieve.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.