Seeing Potential: The Effects of Student-Teacher Demographic Congruence on Teacher Expectations and Recommendations

Autor/in	Fox, Lindsay
Titel	Seeing Potential: The Effects of Student-Teacher Demographic Congruence on Teacher Expectations and Recommendations
Quelle	In: AERA Open, 2 (2016) 1, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Congruence (Psychology); Teacher Student Relationship; Teacher Expectations of Students; Advanced Courses; Outcomes of Education; Comparative Analysis; Teacher Characteristics; Longitudinal Studies; Identification; African American Students; Hispanic American Students; White Students; Asian American Students; African American Teachers + Suchen Sie Ihr Suchwort? Congruence; Psychology; Kongruenz; Psychologie; Teacher student relationships; Lehrer-Schüler-Beziehung; Fortgeschrittenenunterricht; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Identifikation; Identifizierung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	I present new evidence on the effects of having a same-sex or same-race teacher on two salient outcomes: teacher expectations for postsecondary attainment and teacher recommendations for advanced courses. My identification strategy conditions on all subject-invariant student traits to provide causal estimates of the effects using data from the Educational Longitudinal Study of 2002. Across the full sample, there is little evidence of an effect of having a same-sex or a same-race teacher on expectations or recommendations. However, I find surprisingly large effects for Black students on teacher expectations. For these students, the effect of a same-race teacher on teacher expectations to complete more than high school is between 11 and 17 percentage points. This effect is at least 70% of the White-Black race gap in teacher expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01