Teacher Racial Composition and Exclusion Rates among Black or African American Students

Autor/in	Cheng, Dorothy A.
Titel	Teacher Racial Composition and Exclusion Rates among Black or African American Students
Quelle	In: Education and Urban Society, 51 (2019) 6, S.822-847 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517748724
Schlagwörter	Racial Composition; African American Students; Suspension; Expulsion; African American Teachers; Discipline; Student Behavior; Minority Group Teachers; Racial Factors; Diversity (Faculty); Racial Differences; Public Schools; Elementary School Students; Middle School Students; High School Students; Wisconsin + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Relegation; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Disziplin; Student behaviour; Schülerverhalten; Rassenunterschied; Public school; Öffentliche Schule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	Expulsion and suspension rates among African American students are the highest of all racial groups across elementary, middle, and high schools. This study investigates whether a more racially diverse teaching force could alleviate exclusion rates among Black students. Using administrative data from the universe of K-12 public schools in the state of Wisconsin from 2002-2003 to 2012-2013 and employing a school fixed effects approach, results suggest that increasing the representation of Black teachers by even a single percentage point is associated with lower suspension rates among Black students at the high school level. Across levels of schooling, exclusion rates of White students are unrelated to teacher racial composition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01