That is, the teacher assumes that the child simply got lucky or that someone told the child the answer. The opposite is true for a child of high socioeconomic status. When the answer a question correctly the teacher attributes their answer to their disposition-the child is intelligent. However, when the answer a question incorrectly the teacher attributes their incorrect answer to situation factors such as the way the child is feeling that day or the manner in which the question was asked. The inequalities in the rich and poor students in computer usage stem from not only from lack of equal access, but also lack of access to computer literature and computer assistance in learning.
Students are also often subject to gender bias and stereotyping within education software.
Pisapia suggests that one of the most important ways of bridging the gap between rich and poor students is to not only increase access to computers and computer usage literature, but to also educate the parents on computer learning in order that they can assist their children. Parental help in learning how to use computers is more readily available for those of higher socioeconomic status. This can be an extremely difficult disadvantage to overcome, but an important one. The majority of jobs being formed today revolve around high technology. A hypothesis-conforming bias in labeling effects.