Mediational Effect of Teacher-Based Discrimination on Academic Performance: An Intersectional Analysis of Race, Gender, and Income/Class

Abstract

Drawing on prior research, this study applies an intersectional framework to investigate discrimination in the context of teacher–student relationships and its influence on students’ academic outcomes. Outcomes assessed were inclusive of self-efficacy, school attendance, and grade point average (GPA). For this analysis, structural equation modeling was used with a cross-sectional sample of the Maryland and Adolescent Development in Context Study (MADICS) and the youth self-administered (YSA) questionnaires administered when the youth were in 8th grade (Wave 3). A total of 1182 students completed the survey, of whom 704 were selected for this study. Findings show teacher discrimination as a mechanism to uncover some of the ways race, gender, and income simultaneously intersect to affect students’ academic outcomes. The current study confirms and extends prior work establishing associations among race, gender, income, and teacher discrimination and academic outcomes among African American youth. African American students, especially males, regardless of income levels, may benefit directly—evidenced in visible academic performance—from more positive and race-conscious interactions with teachers. Future implications for practice are shared.

A Tailored MOOC Fostering Intercultural Conflict Management in the Educational Context: Evidence from Italy

“…This condition may result in conflicts deriving from misunderstandings, lack of knowledge about different cultural backgrounds, and a Color-blind approach to diversity (for example, when teachers/educators act as though "we are all the same, regardless of differences"). Conflicts may, however, also derive from overt and covert expressions of prejudices, discriminations, and exclusions (Anderstaf et al 2021;Dong et al 2008;Expósito et al 2014;Kyere et al 2023;Jurtikova 2013;OECD 2018b;Stevens and Dworkin 2019). The consequences of teachers failing to manage intercultural and interethnic conflicts within the classrooms are countless, and they may vary from conflict escalation within the class to the severe psychological suffering of actors involved and the development of a hostile/unsafe class climate.…”