Racial Mismatch among Minoritized Students and White Teachers: Implications and Recommendations for Moving Forward

Wang, Cixin; Wu, Chaorong; Neves, Jesslynn Rocha

doi:10.1080/10474412.2019.1673759

Cited by 57 publications

(35 citation statements)

References 36 publications

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“…However, this finding raises some concern as SWPBIS is supposed to create equity both within a given school as well as between schools with different racial and ethnic profiles of students (McIntosh et al, 2018). Some plausible explanations for this finding are: (a) schools serving more diverse populations of students may have other competing demands that undermine treatment integrity and (b) staff in these schools may have cultural backgrounds that do not match that of their students, creating a cultural mismatch and an increase in situations where implicit bias influences adult decisions around student behavior (La Salle et al, 2020). Studies that examine the extent to which SWPBIS moderates the relationships between building demographics and suspension rates would be particularly valuable.…”

Section: Associations Between Time Allocation Treatment Integrity and Student Outcomementioning

confidence: 99%

A Simple Matter of Time? School-Level Analysis of the Relationship between Time Allocation, Treatment Integrity, and Student Outcome

Zhang

Cook

Lyon

2021

School Mental Health

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Treatment integrity is critical to realizing the effects of evidence-based programs and practices (EBPPs) that aim to promote student mental and behavioral health. Across disciplines, time is consistently referenced as one of the most significant barriers to successful implementation outcomes (e.g., treatment integrity) of EBPPs. However, there is limited to no research that has examined the relationship between time allocation, treatment integrity, and student outcomes, especially at the school organizational level. This study used data from 106 elementary schools implementing Tier 1school-wide positive behavior interventions and supports to examine the associations among two types of time allocation (collaboration/planning and professional development), school-level treatment integrity, and suspension. Results supported significant associations between two types of time allocation and both implementation and student behavioral outcomes. Moreover, the mediation analysis suggested that treatment integrity mediated the relationship between both types of time allocation (collaboration/planning and professional development) and student behavioral outcomes at the school level. Limitations and implications for research and practice are discussed.

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Section: Associations Between Time Allocation Treatment Integrity and Student Outcomementioning

confidence: 99%

A Simple Matter of Time? School-Level Analysis of the Relationship between Time Allocation, Treatment Integrity, and Student Outcome

Zhang

Cook

Lyon

2021

School Mental Health

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“…Central’s teachers were 89% White, 8% Latino, and 2% Black (FDOE, 2015). These differences between students and teachers comprise a marked and consequential mismatch (La Salle et al, 2020). As noted earlier, these race/ethnicity figures all utilize an exclusive racial typology where individuals can be in only one category, resulting in Indigenous Latinos and Latinos of other races being Latinized as Latino only (see Campbell-Montalvo, 2020, for an in-depth analysis of this racial re-formation in Central).…”

Section: Research Settingmentioning

confidence: 99%

Linguistic Re-Formation in Florida Heartland Schools: School Erasures of Indigenous Latino Languages

Campbell‐Montalvo

2020

American Educational Research Journal

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By law, language information of students in U.S. schools must be identified during enrollment. This information affects language screening, federal reporting, provision of services, and so on. In the Florida Heartland, analyses of observations, records, a language inventory (survey), and interviews show that some students and parents’ languages identified during registration are not recorded accurately. Raciolinguistic enregisterment played a role in registrars recording languages as others and in their differential questioning practices; employee training, policy, and the records system design also affected this linguistic re-formation. In the end, Indigenous Mexican languages were under measured by a factor of 19—for every 19 students whose parent spoke an Indigenous language, only one was recorded. Suggestions for improvement are provided.

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“…This disconnect (or "mismatch"; La Salle et al, 2020) aligns with teacher perceptions of being underprepared to engage in culturally responsive practices (e.g., Bergeron, 2008), especially teachers who are new to the field (e.g., within their first five years of teaching; Lee et al, 2012). Without targeted training and support, teachers may engage in actions that disadvantage REM youth.…”

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confidence: 99%

Assessing Differential Item Functioning in a Teacher Self-Assessment of Cultural Responsiveness

Fallon

Cathcart

Johnson

2021

Journal of Psychoeducational Assessment

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The Assessment of Culturally and Contextually Relevant Supports (ACCReS) was developed in response to the need for well-constructed instruments to measure teachers’ cultural responsiveness and guide decision-making related to professional development needs. The current study sought to evaluate the presence of differential item functioning (DIF) in ACCReS items and the magnitude of DIF, if detected. With a national sample of 999 grade K-12 teachers in the United States, we examined measurement invariance of ACCReS items in relation to responses from (a) racially and ethnically minoritized (REM) youth and white teachers (teacher race), (b) teachers in schools with 0–50% and 51–100% REM youth (student race), and (c) teachers with <1–5 years of teaching experience and teachers with >5 years of experience. Findings suggested that ACCReS items exhibited negligible levels of DIF. The lack of DIF found provides additional evidence for the validity of scores from the ACCReS to assess teachers’ cultural responsiveness. Furthermore, descriptive analyses revealed that teachers were more likely to agree with items pertaining to their own classroom practice than items related to access to adequate training and support. Results inform implications for future educational and measurement research.

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Racial Mismatch among Minoritized Students and White Teachers: Implications and Recommendations for Moving Forward

Cited by 57 publications

References 36 publications

A Simple Matter of Time? School-Level Analysis of the Relationship between Time Allocation, Treatment Integrity, and Student Outcome

A Simple Matter of Time? School-Level Analysis of the Relationship between Time Allocation, Treatment Integrity, and Student Outcome

Linguistic Re-Formation in Florida Heartland Schools: School Erasures of Indigenous Latino Languages

Assessing Differential Item Functioning in a Teacher Self-Assessment of Cultural Responsiveness

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