An Honors Teacher Like Me: Effects of Access to Same-Race Teachers on Black Students' Advanced-Track Enrollment and Performance

Autor/in	Hart, Cassandra M. D.
Titel	An Honors Teacher Like Me: Effects of Access to Same-Race Teachers on Black Students' Advanced-Track Enrollment and Performance
Quelle	In: Educational Evaluation and Policy Analysis, 42 (2020) 2, S.163-187 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373719898470
Schlagwörter	Racial Factors; African American Students; High School Students; African American Teachers; Advanced Courses; Teacher Influence; Course Selection (Students); Disproportionate Representation; Academic Achievement; Racial Differences; Enrollment; Student Characteristics; Gender Differences; Socioeconomic Status; North Carolina + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Fortgeschrittenenunterricht; Course selection; Kurswahl; Schulleistung; Rassenunterschied; Einschulung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status
Abstract	Using rich administrative data from North Carolina and school-course fixed effects models, this study explores whether the availability of same-race instructors in advanced-track sections of courses affects Black high school students' enrollment in, and performance in, advanced-track courses. The availability of at least one Black instructor at the advanced level is associated with a 2 percentage point increase in the uptake of advanced courses for Black students. However, conditional on enrollment in the advanced track, Black students are no more likely to pass advanced-track courses when taught by Black teachers. Positive effects on enrollment are driven by enrollment shifts for higher achieving students. Additional analyses showing benefits to non-Black students suggest that the main channels are not race-specific role model effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01