A Kindergarten Teacher Like Me: The Role of Student-Teacher Race in Social-Emotional Development

Autor/inn/en	Wright, Adam; Gottfried, Michael A.; Le, Vi-Nhuan
Titel	A Kindergarten Teacher Like Me: The Role of Student-Teacher Race in Social-Emotional Development
Quelle	In: American Educational Research Journal, 54 (2017) 1, S.78 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216635733
Schlagwörter	Racial Differences; Ethnicity; Kindergarten; Teacher Characteristics; Student Characteristics; Behavior Problems; Student Behavior; Teacher Attitudes; Student Diversity; Diversity (Faculty); Cultural Influences; Social Development; Emotional Development; Longitudinal Studies; Surveys; Children; Likert Scales; Child Care; Family Characteristics; Classroom Environment; Statistical Analysis; Teacher Student Relationship; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; Student behaviour; Schülerverhalten; Lehrerverhalten; Cultural influence; Kultureinfluss; Soziale Entwicklung; Gefühlsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Child; Kind; Kinder; Likert-Skala; Kinderfürsorge; Kinderbetreuung; Klassenklima; Unterrichtsklima; Statistische Analyse; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Our nation's classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers' ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have different social-emotional ratings when they had a teacher whose racial/ethnic group was the same as their own. We found that having a teacher of the same race was unrelated to teachers' ratings of children's internalizing problem behaviors, interpersonal skills, approaches to learning, and self-control. However, students whose teachers' race/ethnicity matched their own had more favorable ratings of externalizing behaviors. Results are discussed in terms of implications for school disciplinary policies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01