IQ differences between groups are prevalent within the classroom. Lower IQ groups, particularly blacks, have been shown to have lower cognitive performance than peers and are more likely to have difficulties in the learning environment. According to the Spearman hypothesis, racial differences in the general intelligence factor (g) are strongly correlated with racial differences in IQ (Pesta & Roznanki, 2008). Teachers who are aware of this information can negatively influence their students. They may assume that because a student is Black, they are less able to grasp information and set lower expectations for this student. Having lower expectations could lead to students not doing their best and giving in to the self-fulfilling prophecy that they are less intelligent and unlikely to experience future success. Research also indicates that Black students may be slower to process information in class, which can lead to them falling behind. Educators should be aware of these differences and practice alternative teaching styles. They must allow enough time to cover the materials so that all students are able to grasp the information