An Honors Teacher Like Me: Effects of Access to Same-Race Teachers on Black Students’ Advanced-Track Enrollment and Performance

Abstract

Using rich administrative data from North Carolina and school-course fixed effects models, this study explores whether the availability of same-race instructors in advanced-track sections of courses affects Black high school students’ enrollment in, and performance in, advanced-track courses. The availability of at least one Black instructor at the advanced level is associated with a 2 percentage point increase in the uptake of advanced courses for Black students. However, conditional on enrollment in the advanced track, Black students are no more likely to pass advanced-track courses when taught by Black teachers. Positive effects on enrollment are driven by enrollment shifts for higher achieving students. Additional analyses showing benefits to non-Black students suggest that the main channels are not race-specific role model effects.

When skinfolk are kinfolk: Higher perceived support and acceptance characterize close same‐race (vs. interracial) relationships for people of color

“…Consistent with this possibility, people of color tend to seek connections with others who share their racial/ethnic backgrounds (Echols & Grahams, 2020; Mollica et al., 2003; Rivas‐Drake et al., 2019). They pay close attention to racial representation, and they prefer racially diverse spaces and networks (Emerson & Murphy, 2014; Green et al., 2021; Hart, 2020; Purdie‐Vaughns et al., 2008; see also Robertson et al., this issue). On average, people of color value same‐race relationships highly and will invest a great deal of time and effort into finding people who share their experiences (e.g., Gilkes Borr, 2019).…”

Explaining the Racial School Climate Gap: Evidence From Georgia

“…The positive and significant coefficient on the Black student by Black teachers interaction term shows that as the share of Black teachers in a school increases, the gap in school climate perceptions between Black and White students moves closer to zero (β = .055, p < .05). Taken in conjunction with the research elucidating the positive impacts of Black teachers on Black students (Gershenson et al, 2018;Hart, 2020;Joshi et al, 2018;Lindsay & Hart, 2017), this association lends credence to the notion that Black teachers likely lower Black students' net stress engagement through their supportive and humanizing teaching practices. The interaction term on Hispanic students by Hispanic teachers is small and not significant, but these results should be interpreted cautiously because Hispanic teachers represent only around 2% of teachers in Georgia.…”

“…Descriptive evidence suggests that districts that employ more teachers of Color have higher levels of achievement for all their students, holding constant poverty rates and expenditures (Meier et al, 1999). Causal research suggests that Black teachers positively influence students’ test score outcomes and overall schooling outcomes (Gershenson et al, 2018; Hart, 2020; Joshi et al, 2018; Lindsay & Hart, 2017). Still, there is much to learn about the protective roles teachers of Color play in fostering positive school climates for minoritized students.…”

Equity Levers: What Predicts Enrollment in and Number of College‐Level Courses Taken in High School?

“…African American and Hispanic students may choose not to participate in AP courses due to feelings of isolation in these courses (Tyson & Darity, 2005) and the perception that educators have not encouraged the students to take such courses (Saunders & Maloney, 2005). However, mentoring or role modeling by a teacher from the same racial background may increase the odds that African American students will choose to enroll in AP courses or other rigorous high school courses (C. M. D. Hart, 2020;Klopfenstein, 2004Klopfenstein, , 2005.…”