Representation in the classroom: The effect of own-race teachers on student achievement

Egalite, Anna J.; Kisida, Brian; Winters, Marcus A.

doi:10.1016/j.econedurev.2015.01.007

Cited by 433 publications

(358 citation statements)

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“…However, to test for multiplicative effects of having both an "other race" and "other sex" teacher on teachers' expectations, we also consider a non-parametric specification of Other that categorizes the demographic match between teachers and students as one of four possible mutually exclusive scenarios: same race and same sex (omitted reference group), same race and different sex, different race and same sex, and different race and different sex. Again following Dee (2005), we examine heterogeneity in the effects of student-teacher demographic mismatch by estimating equation (1) separately for different subsamples of the student population, as previous research on student-teacher demographic match finds that effects on achievement and teacher perceptions sometimes vary by race and by other observable student characteristics (e.g., Antecol et al, 2015;Egalite et al, 2015;Ouazad, 2014). …”

Section: Identification Strategymentioning

confidence: 99%

“…One possible channel is by shaping students' beliefs and expectations about their ability to successfully complete secondary and tertiary education. In that regard, the current study is related to the literature on the relationship between student-teacher demographic mismatch and outcomes such as student test scores and teacher assessments of student behavior and ability (e.g., Clotfelter, Ladd, & Vigdor, 2007;Dee, 2004Dee, , 2005Dee, , 2007Egalite, Kisida, & Winters, 2015;McGrady & Reynolds, 2013;Ouazad, 2014). These studies consistently find evidence of arguably causal, modest negative effects of demographic mismatch on both academic achievement and teacher perceptions of student ability, behavior, and noncognitive skills, in both primary and secondary school settings.…”

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Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations

2015

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. Teachers are an important source of information for traditionally disadvantaged students. However, little is known about how teachers form expectations and whether their expectations are systematically biased. We investigate whether student-teacher demographic mismatch affects high school teachers' expectations for students' educational attainment. Using a student fixed effects strategy that exploits expectations data from two teachers per student, we find that non-black teachers of black students have significantly lower expectations than do black teachers. These effects are larger for black male students and math teachers. Our findings add to a growing literature on the role of limited information in perpetuating educational attainment gaps.JEL Classification: I24, D84, J15, J16

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Section: Identification Strategymentioning

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Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations

2015

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“…Using quasi-experimental methodology with NELS:88, Ehrenberg, Goldhaber, and Brewer (1995) reported little evidence that race matching is linked with test score gains between 8th and 10th grades in history, English, math, or science; however, teachers' subjective ratings of their students were positively linked with matched pairs. Egalite, Kisida, and Winters (2015) used administrative data from the Florida Department of Education and student fixed effects regression modeling to estimate achievement changes associated with assignment of students to teachers of different race/ethnicities. 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.…”

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The Importance of Minority Teachers

Cherng

Halpin

2016

Educational Researcher

187

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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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“…Seminal studies by Dee (2004Dee ( b, 2005Dee ( , 2007 use a variety of data sources and identification strategies to show that on average, when primary and secondary school students are assigned to teachers of different races and genders, students perform worse on standardized exams and teachers have lower perceptions of student performance and behavior. Clotfelter et al (2007) and Egalite et al (2015) find similar effects of having a different-race public school teacher on students' standardized test scores using administrative data from North Carolina and Florida, respectively, and Ouazad (2014) finds similar effects on teachers' perceptions of ability in a nationallyrepresentative survey of U.S. kindergarteners.…”

Section: Theoretical Background and Literature Reviewmentioning

confidence: 93%

LATE for the Meeting: Gender, Peer Advising, and College Success

Ellis

Gershenson

2016

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may be saved and copied for your personal and scholarly purposes.You are not to copy documents for public or commercial purposes, to exhibit the documents publicly, to make them publicly available on the internet, or to distribute or otherwise use the documents in public. licence. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicatedIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. ABSTRACT LATE for the Meeting: Gender, Peer Advising, and College Success * Many male and first-generation college goers struggle in their first year of postsecondary education. Mentoring programs have been touted as a potential solution to help such students acclimate to college life, yet causal evidence on the impact of such programs, and the factors that influence participation in them, is scant. This study leverages a natural experiment in which peer advisors (PA) were quasi-randomly assigned to first-year university students to show that: (i) male students were significantly more likely to voluntarily meet their assigned PA when the PA was also male and (ii) these compliers were significantly more likely to persist into the second year of postsecondary schooling. We find no effect of being assigned to a same-sex PA on female students' use of the PA program, nor do we find any evidence that the PA program affected subsequent academic performance (GPAs). IntroductionFemales now attend and complete college at significantly...

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Representation in the classroom: The effect of own-race teachers on student achievement

Cited by 433 publications

References 46 publications

Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations

Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations

The Importance of Minority Teachers

LATE for the Meeting: Gender, Peer Advising, and College Success

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