Does Student–Teacher Racial/Ethnic Match Impact Black Students’ Discipline Risk? A Test of the Cultural Synchrony Hypothesis

The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict

“…Results suggested that when controlling for school context and overall class behavior ratings, Black children were perceived by teachers as having more externalizing behavior problems when they had a White teacher than when they had a Black teacher. In addition to perceptions of problem behavior, other work has suggested that teacher–child racial mismatch is a potential factor in existing achievement gaps (Downer, Goble, Myers, & Pianta, 2016; Downey & Pribesh, 2004; Gershenson, Hart, Hyman, Lindsay, & Papageorge, 2018), disproportionate child disciplinary outcomes (Blake, et al, 2016; Lindsay & Hart, 2017), and the overidentification of Black males in special education categories like emotional and behavioral disorders (EBDs; Skiba et al, 2011; Wiley, Brigham, Kauffman, & Bogan, 2013).…”

The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills

“…Unfortunately, the racial/ethnic diversification of teachers in public schools has remained largely static and grossly disproportionate to the rate of growth in representation of children of color in this context (Bond et al., ; Taie & Goldring, ). This increasing demographic imbalance between teachers and children of color in public schools may be exacerbating cultural misunderstandings in the classroom, and creating a cultural divide between students and their teachers (Blake et al., ; Irvine, ). This cultural divide may contribute to how Black and Latinx students are perceived and evaluated in terms of their academic, social competence, and behavior problems (Blake et al., ).…”

Exploring the relation between school pushout and future outlook for black youth.

“…Some of the courses that are designed to expose teacher candidates to culturally relevant issues oftentimes perpetuate negative statistics and reaffirm cultural myths and stereotypes (Nocella & Socha, 2014). In a recent study, Blake et al (2016) reported findings that schools reflecting higher student-teacher racial/ethnic congruence also reported lower school pushout experiences for Black youth. In light of these compelling findings, cultural competency training and recruitment and retention of Black educators are also recommended to increase agency for Black youth (Blake et al, 2016 When educators and administrators are informed of the positive impact of healthy student-teacher relationships on academic performance and consequentially opt to abandon the criminalizing zeitgeist, the school culture and classroom environment could possibly become a more supportive and caring community for Black youth (Ray et al, 2007).…”

“…In a recent study, Blake et al (2016) reported findings that schools reflecting higher student-teacher racial/ethnic congruence also reported lower school pushout experiences for Black youth. In light of these compelling findings, cultural competency training and recruitment and retention of Black educators are also recommended to increase agency for Black youth (Blake et al, 2016 When educators and administrators are informed of the positive impact of healthy student-teacher relationships on academic performance and consequentially opt to abandon the criminalizing zeitgeist, the school culture and classroom environment could possibly become a more supportive and caring community for Black youth (Ray et al, 2007). Caring school communities positively impact other developmental factors for students as well, such as student engagement, sense of belonging, and community building (Osher et al, 2015;Ray et al, 2007).…”

“…The social justice framework should promote a counter-hegemonic perspective that produces culturally competent educators who are more understanding of the behaviors of Black youth and less likely to subject Black youth to conform to the behavior patterns of their White peers (Blake et al, 2016).…”