The Effects of Student-Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence from New York City. EdWorkingPaper No. 21-475

Autor/inn/en	Shirrell, Matthew; Bristol, Travis J.; Britton, Tolani A.
Institution	Annenberg Institute for School Reform at Brown University
Titel	The Effects of Student-Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence from New York City. EdWorkingPaper No. 21-475
Quelle	(2021), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shirrell, Matthew) ORCID (Bristol, Travis J.) ORCID (Britton, Tolani A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Minority Group Students; African American Students; Hispanic American Students; Asian American Students; Urban Schools; Minority Group Teachers; Racial Composition; Suspension; Diversity (Faculty); Racial Differences; Student Behavior; Discipline; Racial Bias; White Students; Teacher Influence; School Policy; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; At Risk Students; Effect Size; Ethnicity; Student Characteristics; Teacher Characteristics; New York (New York) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausschluss; Schulausschluss; Rassenunterschied; Student behaviour; Schülerverhalten; Disziplin; Racial discrimination; Rassismus; Schulpolitik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ethnizität
Abstract	Although Black and Latinx students disproportionately face exclusionary school discipline, prior research finds that the likelihood of suspension for Black students decreases when they are taught by greater proportions of Black teachers. Little prior work, however, has examined whether these effects generalize to large, diverse, urban school districts or to Asian American or Latinx students and teachers. Using student fixed effects models and 10 years of data from New York City, we find that assignment to greater proportions of ethnoracially matched teachers decreases the likelihood of suspension for Black, Latinx, and Asian American students. The magnitudes of these effects are small but suggest that diversifying the teacher workforce could lead to significant decreases in exclusionary discipline in urban districts. (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