A Remote Instructor Like Me: Student-Teacher Congruence in Online, High School Courses

Autor/in	Darling-Aduana, Jennifer
Titel	A Remote Instructor Like Me: Student-Teacher Congruence in Online, High School Courses
Quelle	In: AERA Open, 7 (2021) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Darling-Aduana, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Distance Education; Online Courses; Electronic Learning; High School Students; High School Teachers; Teacher Student Relationship; Congruence (Psychology); Racial Differences; Ethnicity; Gender Differences; Correlation; Academic Achievement; Urban Schools; Learner Engagement; Video Technology; Minority Group Students; Minority Group Teachers + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Congruence; Psychology; Kongruenz; Psychologie; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Korrelation; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Students belonging to marginalized groups experience positive impacts when taught by a teacher of the same race, ethnicity, and gender. The unique nature of standardized, asynchronous online course taking allows for greater separation of any possible educational benefits of student versus teacher-driven mechanisms contributing to these improved outcomes. Using a student-by-course fixed effect strategy on data from a large urban school district, I examined associations between whether students experienced racial/ethnic or gender congruence with their remote instructor and both engagement and learning outcomes. Students who identified as Black demonstrated higher rates of engagement, although no difference in achievement, within lessons taught by a same-race remote instructor. I find that representation is associated with engagement even when instructors follow closely scripted lessons, representation occurs in only small doses, and instruction occurs in an impersonal setting. [Note: The volume number (XX) and issue number (X) shown on the PDF are not correct. The correct volume number is 7, and the correct issue number is 1.] (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01