Does it matter if teachers and schools match the student? Racial and ethnic disparities in problem behaviors

Littisha A. Bates, Jennifer E. Glick

Research output: Contribution to journalArticle

42 Scopus citations

Abstract

Black youth often lag behind their non-Hispanic white peers in educational outcomes, including teacher-evaluated school performance. Using data from four waves of the Early Childhood Longitudinal Study-Kindergarten Cohort, the analyses presented here identify the extent to which children receive different evaluations from their teachers depending on the racial/ethnic match of teachers and students. This study is distinct from previous work because we examine the assessment of an individual child by multiple teachers. The results indicate that Black children receive worse assessments of their externalizing behaviors (e.g. arguing in class and disrupting instruction) when they have a non-Hispanic white teacher than when they have a Black teacher. Further, these results exist net of school context and the teacher's own ratings of the behavior of the class overall.

Original languageEnglish (US)
Pages (from-to)1180-1190
Number of pages11
JournalSocial Science Research
Volume42
Issue number5
DOIs
StatePublished - Sep 1 2013

Keywords

  • ECLS-K
  • Externalizing behavior
  • Race matching
  • Teacher perceptions

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

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