Seeing Potential

Fox, Lindsay

doi:10.1177/2332858415623758

Cited by 31 publications

(15 citation statements)

References 38 publications

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“…They found small but positive effects of race matching for Black and White students across academic subjects and for Asian American/Pacific Islander students in mathematics. Other quasi-experimental studies find that race matching between teachers and students is also linked to other academic and social outcomes, such as higher teacher expectations (Fox, 2016; Gershenson, Holt, & Papageorge, 2015) and lower rates of student absenteeism and suspensions (Holt & Gershenson, 2015).…”

Section: A Demographic Divide: the Importance Of Racial/ethnic Mismatch In Teacher And Student Populationsmentioning

confidence: 99%

The Importance of Minority Teachers

Cherng

Halpin

2016

Educational Researcher

195

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The demographic divide between teachers and students is of growing public concern. However, few studies have explicitly addressed the common argument that students, and particularly minority students, have more favorable perceptions of minority versus White teachers. Using data from the Measure of Effective Teaching study, we find that students perceive minority teachers more favorably than White teachers. There is mixed evidence that race matching is linked with more favorable student perceptions. These findings underscore the importance of minority teacher recruitment and retention.

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Section: A Demographic Divide: the Importance Of Racial/ethnic Mismatch In Teacher And Student Populationsmentioning

confidence: 99%

The Importance of Minority Teachers

Cherng

Halpin

2016

Educational Researcher

195

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“…Ferguson, 2001; Suarez-Orozco, Suárez-Orozco, & Todorova, 2008). Yet racial bias is moderated when students have teachers of the same race as themselves (Cherng, 2017; Dee, 2005; Downey & Pribesh, 2004; Fox, 2016; Gershenson et al, 2016; Pigott & Cowen, 2000).…”

Section: The Role Of Teacher Race In Special Education Receiptmentioning

confidence: 99%

Teacher Race and Racial Disparities in Special Education

Fish

2019

Remedial and Special Education

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The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.

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“…We know that teachers’ identities shape students’ schooling experiences and outcomes. For example, teacher-student race and gender congruence positively affects student achievement, grades, their academic perceptions and attitudes, and discipline outcomes (Dee 2004; Egalite and Kisida 2018; Egalite, Kisida, and Winters 2015; Fox 2016; Gershenson et al 2017; Lindsay and Hart 2017). These effects are often particularly large for black students.…”

Section: Background and Motivationmentioning

confidence: 99%

Differing Views of Equity: How Prospective Educators Perceive Their Role in Closing Achievement Gaps

Penner

Rochmes

Liu

et al. 2019

RSF: The Russell Sage Foundation Journal of the Social Sciences

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Hiring is an opportunity for school districts to find educators with values and beliefs that align with district goals. Yet beliefs are difficult to measure. We use administrative data from more than ten thousand applications to certificated positions in an urban California school district in which applicants submitted essays about closing achievement gaps. Using structural topic modeling (STM) to code these essays, we examine whether applicants systematically differ in their use of these themes and whether themes predict hiring outcomes. Relative to white applicants, Hispanic and African American applicants are more likely to identify structural causes of inequities and discuss educators’ responsibilities for addressing inequality. Similar differences in themes emerge between applicants to schools with different student populations. Techniques like STM can decipher hard-to-measure beliefs from administrative data, providing valuable information for hiring and decision making.

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Seeing Potential

Cited by 31 publications

References 38 publications

The Importance of Minority Teachers

The Importance of Minority Teachers

Teacher Race and Racial Disparities in Special Education

Differing Views of Equity: How Prospective Educators Perceive Their Role in Closing Achievement Gaps

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