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

Bates, Littisha A.; Glick, Jennifer E.

doi:10.1016/j.ssresearch.2013.04.005

Cited by 134 publications

(133 citation statements)

References 47 publications

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“…Cultural capital denotes the amount of good will ascribed to one's culture; the value placed on a group's culture in comparison to the value placed on the dominant culture; or the possibility of social mobility associated with one's culture (Agirdag et al 2013, Bailey and Boykin 2001, Bates and Glick 2013, Dee 2004, Dee 2005, Downey and Pribesh 2004, Driessen 2015, Irizarry 2015. In this section, I consider how advances or preferences given to a student when a teacher accepts that student's cultural capital or may even, presumably share the same culture as the student is discussed.…”

Section: Cultural Capitalmentioning

confidence: 99%

“…Same race teacher/student paring or have having a teacher who shares similar cultural relevance is a study topic frequently discussed and used to examine how teachers evaluate their students (Agirdag et al 2013, Bates and Glick 2013, Driessen 2015, Irizarry 2015. The literature on this topic uses the basic question: do same race teacher/student relationships result in better teacher student evaluations?…”

Section: Cultural Capitalmentioning

confidence: 99%

“…The answers provided for this question, despite varying methodological approaches, come to the same general conclusion that it is not explicitly evident that having the same race teacher will result in good student evaluations, both academically and disciplinary. However, same race teachers are more likely to return positive evaluations on a student when the relationship is between an African American teacher and student as opposed to an African American student paired with a white teacher (Bailey and Boykin 2001, Dee 2004, Dee 2005, Downey and Pribesh 2004 White teacher ratings of African American students are consistent with societal stereotypes of African American academic performance as being low, and such teacher ratings include the perception that African Americans are against or opposed to education (Bates and Glick 2013). Minority students not only excel in class when they are paired with a minority teacher, they are also evaluated differently than when paired with a white teacher (Dee 2004).…”

Section: Cultural Capitalmentioning

confidence: 99%

“…The analysis presented in this section is not focused on whether there is a legitimate need for disciplinary actions, but rather on how disciplinary actions are handed out to the students. The disparities in discipline originate with the individuals who are able to refer students for disciplinary actions (Bates and Glick 2013, McIntosh et al 2015, Okonofua and Eberhardt 2015, Pas et al 2011. It is believed many of such individuals hold in their minds a preconceived concept regarding the identity of students who are likely to be disruptive and whose actions warrant disciplinary intervention.…”

Section: Disciplinary Differencesmentioning

confidence: 99%

“…Similarly Bates and Glick (2013) argue that teachers have been shown to use a child's perceived background to determine if that child will be suspended or have other disciplinary action. If that teacher believes the student has come from a background of poverty, African American "counterculture" environment, or has parents who do not display acceptable or enough parental involvement, that teacher is more likely to view that child's behavior as a problem and recommend disciplinary actions against that child.…”

Section: Disciplinary Differencesmentioning

confidence: 99%

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Teacher bias in elementary school and the factors that aid it.

Douglas¹

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Section: Cultural Capitalmentioning

confidence: 99%

Section: Cultural Capitalmentioning

confidence: 99%

Section: Cultural Capitalmentioning

confidence: 99%

Section: Disciplinary Differencesmentioning

confidence: 99%

Section: Disciplinary Differencesmentioning

confidence: 99%

See 3 more Smart Citations

Teacher bias in elementary school and the factors that aid it.

Douglas¹

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Racial and Ethnic Differences in Internal Medicine Residency Assessments

et al. 2022

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ImportancePrevious studies have demonstrated racial and ethnic inequities in medical student assessments, awards, and faculty promotions at academic medical centers. Few data exist about similar racial and ethnic disparities at the level of graduate medical education.ObjectiveTo examine the association between race and ethnicity and performance assessments among a national cohort of internal medicine residents.Design, Setting, and ParticipantsThis retrospective cohort study evaluated assessments of performance for 9026 internal medicine residents from the graduating classes of 2016 and 2017 at Accreditation Council of Graduate Medical Education (ACGME)–accredited internal medicine residency programs in the US. Analyses were conducted between July 1, 2020, and June 31, 2022.Main Outcomes and MeasuresThe primary outcome was midyear and year-end total ACGME Milestone scores for underrepresented in medicine (URiM [Hispanic only; non-Hispanic American Indian, Alaska Native, or Native Hawaiian/Pacific Islander only; or non-Hispanic Black/African American]) and Asian residents compared with White residents as determined by their Clinical Competency Committees and residency program directors. Differences in scores between Asian and URiM residents compared with White residents were also compared for each of the 6 competency domains as supportive outcomes.ResultsThe study cohort included 9026 residents from 305 internal medicine residency programs. Of these residents, 3994 (44.2%) were female, 3258 (36.1%) were Asian, 1216 (13.5%) were URiM, and 4552 (50.4%) were White. In the fully adjusted model, no difference was found in the initial midyear total Milestone scores between URiM and White residents, but there was a difference between Asian and White residents, which favored White residents (mean [SD] difference in scores for Asian residents: −1.27 [0.38]; P &lt; .001). In the second year of training, White residents received increasingly higher scores relative to URiM and Asian residents. These racial disparities peaked in postgraduate year (PGY) 2 (mean [SD] difference in scores for URiM residents, −2.54 [0.38]; P &lt; .001; mean [SD] difference in scores for Asian residents, −1.9 [0.27]; P &lt; .001). By the final year 3 assessment, the gap between White and Asian and URiM residents’ scores narrowed, and no racial or ethnic differences were found. Trends in racial and ethnic differences among the 6 competency domains mirrored total Milestone scores, with differences peaking in PGY2 and then decreasing in PGY3 such that parity in assessment was reached in all competency domains by the end of training.Conclusions and RelevanceIn this cohort study, URiM and Asian internal medicine residents received lower ratings on performance assessments than their White peers during the first and second years of training, which may reflect racial bias in assessment. This disparity in assessment may limit opportunities for physicians from minoritized racial and ethnic groups and hinder physician workforce diversity.

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Experimenter identity: An invisible, lurking variable in developmental research

Pierre

White

Johnson

2022

Infant and Child Development

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Developmental researchers are well aware that children behave differently around different people. Nevertheless, researchers rarely consider (and report on) who is running their studies. Indeed, in a survey of articles published in the last 3 years in 4 top developmental journals, we find that the vast majority of studies fail to report any information about experimenter identity, despite the fact that child–adult interactions may be strongly influenced by the social inferences that individuals draw from one another. We argue that developmental researchers need to acknowledge how experimenter identity could be acting as an invisible, lurking variable, influencing the outcome and generalizability of studies. We provide simple suggestions for how researchers and journals can begin to address this issue, thereby improving the quality and depth of the work in our field.

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

Cited by 134 publications

References 47 publications

Teacher bias in elementary school and the factors that aid it.

Teacher bias in elementary school and the factors that aid it.

Racial and Ethnic Differences in Internal Medicine Residency Assessments

Experimenter identity: An invisible, lurking variable in developmental research

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