Spillover Effects of Black Teachers on White Teachers' Racial Competency: Mixed Methods Evidence from North Carolina. EdWorkingPaper No. 23-794

Autor/inn/en	Gershenson, Seth; Lindsay, Constance A.; Papageorge, Nicholas W.; Campbell, Romaine; Rendon, Jessica H.
Institution	Annenberg Institute for School Reform at Brown University
Titel	Spillover Effects of Black Teachers on White Teachers' Racial Competency: Mixed Methods Evidence from North Carolina. EdWorkingPaper No. 23-794
Quelle	(2023), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	White Teachers; Blacks; African American Teachers; Racial Attitudes; Influences; Teacher Competencies; Peer Influence; Interprofessional Relationship; Academic Achievement; Suspension; Beginning Teachers; Public School Teachers; Racial Factors; Peer Teaching; Achievement Gap; Teacher Effectiveness; Teacher Improvement; Hispanic American Students; Hispanic Americans; Minority Group Teachers; North Carolina + Suchen Sie Ihr Suchwort? Black person; Schwarzer; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Rassenfrage; Influence; Einfluss; Einflussfaktor; Lehrkunst; Schulleistung; Ausschluss; Schulausschluss; Junior teacher; Junglehrer; Peer group teaching; Peer Group Teaching; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	The US teaching force remains disproportionately white while the student body grows more diverse. It is therefore important to understand how and under what conditions white teachers learn racial competency. This study applies a mixed-methods approach to investigate the hypothesis that Black peers improve white teachers' effectiveness when teaching Black students. The quantitative portion of this study relies on longitudinal data from North Carolina to show that having a Black same-grade peer significantly improves the achievement and reduces the suspension rates of white teachers' Black students. These effects are persistent over time and largest for novice teachers. Qualitative evidence from open-ended interviews of North Carolina public school teachers reaffirms these findings. Broadly, our findings suggest that the positive impact of Black teachers' ability to successfully teach Black students is not limited to their direct interaction with Black students but is augmented by spillover effects on early-career white teachers, likely through peer learning. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01