Segregation within Integrated Schools: Racially Disproportionate Student-Teacher Assignments in Middle School

Autor/inn/en	Benson, Tracey; Bryant, Amber; Gezer, Tuba
Titel	Segregation within Integrated Schools: Racially Disproportionate Student-Teacher Assignments in Middle School
Quelle	In: Education Policy Analysis Archives, 28 (2020) 170, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Benson, Tracey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	School Segregation; Student Diversity; African American Students; Hispanic American Students; White Teachers; Disproportionate Representation; Teaching Experience; Middle School Students; Middle School Teachers; Mathematics Teachers; Equal Education; Achievement Gap; Racial Bias; Ability Grouping; Educational Resources; Teacher Effectiveness; Teacher Distribution; Grade 5; White Students; Academic Achievement; Grade 6; Grade 8 + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Racial discrimination; Rassismus; Homogene Gruppierung; Niveaugruppierung; Streaming; Bildungsmittel; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of "de facto" segregation and "second-generation segregation." Moreover, the predominantly White teaching force -- a negative consequence of desegregation -- has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several years. This analysis contributes to the recent research phenomenon of measuring the cumulative pattern of racially disproportionate teacher-student assignments over time as a particularly effective means of understanding the effects of systematic and sustained inequalities on academic achievement. Across several grades and content areas of instruction, we found that the race of students was related to the teaching experience of their teachers. Our findings illustrate the negative impacts of racial segregation on students of color and supports the need for more intervention and administrative intentions regarding teacher-student assignments and racial equity in schools. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01