- White teachers interacted more positively with White students than African American students.
- Caucasian students were praised more often, given more clues to help answer questions, and more often called on by name to answer process questions than African American students. There were also gender differentials.
- Teachers directed more process questions by name to boys. Boys were given more clues.
- Teachers gave boys more praise even if answer was incorrect. These gender effects were valid only for White students.
- Of all groups studied African American boys were treated least favorably by their teachers.