The Effect of Teacher-Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills

Autor/inn/en	Rasheed, Damira S.; Brown, Joshua L.; Doyle, Sebrina L.; Jennings, Patricia A.
Titel	The Effect of Teacher-Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills
Quelle	In: Child Development, 91 (2020) 3, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rasheed, Damira S.) ORCID (Brown, Joshua L.) ORCID (Doyle, Sebrina L.) ORCID (Jennings, Patricia A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13275
Schlagwörter	Teacher Student Relationship; Minority Group Teachers; Minority Group Students; Student Diversity; Emotional Development; Social Development; Academic Achievement; African American Students; Hispanic American Students; Elementary School Students; Elementary School Teachers; Learner Engagement; Student Motivation; Attendance; New York (New York) + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Gefühlsbildung; Soziale Entwicklung; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulische Motivation; Anwesenheit
Abstract	Mounting evidence suggests teacher-child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about whether the effects of teacher-child matching differ across levels of classroom diversity. This study examined effects of matching on teacher-reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity moderation using multilevel models. Data were drawn from a professional learning study involving 224 teachers (M[subscript age] = 41.5) and 5,200 children (M[subscript age] = 7.7) in 36 New York City elementary schools. Teacher-child race/ethnicity matching was associated with higher child engagement in learning, motivation, social skills, and fewer absences. Classroom diversity moderated matching such that teacher-child mismatch was related to lower engagement, motivation, social skills, math and reading scores in low-diversity classrooms, but not in high-diversity classrooms. Implications for practice and policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01