Does School Racial Composition Matter to Teachers: Examining Racial Differences in Teachers' Perceptions of Student Problems

Autor/in	Martinez, Matthew J.
Titel	Does School Racial Composition Matter to Teachers: Examining Racial Differences in Teachers' Perceptions of Student Problems
Quelle	In: Urban Education, 55 (2020) 7, S.992-1020 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918770709
Schlagwörter	Teacher Attitudes; Racial Composition; Educational Environment; Racial Identification; Minority Group Teachers; Whites; Teacher Characteristics; Racial Differences; Elementary Secondary Education; Student Behavior; Behavior Problems; Gender Differences; Age Differences; Income; Academic Degrees; Teaching Experience; Professional Autonomy; Administrator Behavior; Job Satisfaction; African American Teachers; Hispanic Americans; African American Students; White Students; Hispanic American Students; Institutional Characteristics; Correlation; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; White; Weißer; Rassenunterschied; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Einkommen; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Berufsfreiheit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanoamerikaner; Student; Students; Schüler; Schülerin; Studentin; Hispanic Americans; Korrelation
Abstract	This study investigates how teachers' perceptions of student problems are affected by school-level student/teacher racial compositions. Utilizing the full spectrum of student/teacher racial compositions, results from nonlinear models show that students, regardless of their individual racial background, will be evaluated partially on the racial composition of the school they attend. This conclusion holds irrespective of individual teacher race, although teacher racial identity influences the extent to which school composition matters. Findings suggest that White, but not Black or Hispanic, teachers are affected by teacher racial composition when making judgments about the severity of student problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01