Associations between Teacher-Student Racial/Ethnic Congruence and Public School Teachers' Risk for Stress

Autor/inn/en	McCarthy, Christopher J.; Dillard, Jendayi; Fitchett, Paul G.; Boyle, Lauren; Lambert, Richard G.
Titel	Associations between Teacher-Student Racial/Ethnic Congruence and Public School Teachers' Risk for Stress
Quelle	In: Urban Education, 58 (2023) 5, S.931-958 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCarthy, Christopher J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085919894049
Schlagwörter	National Surveys; Elementary Secondary Education; Stress Variables; Racial Composition; Teacher Characteristics; Student Characteristics; At Risk Persons; Minority Group Teachers; Minority Group Students; White Teachers; African American Teachers; Hispanic Americans; Ethnicity; Race; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Risikogruppe; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanoamerikaner; Ethnizität; Rasse; Abstammung
Abstract	Using national data from the National Center for Education Statistics 2011-2012 Schools and Staffing Survey and Common Core of Data, we examined the relationship between K-12 practitioners' risk for stress and the teacher-to-student racial/ethnic congruence. Analyses indicated significant variation in risk for stress by school racial composition and suggested that the likelihood of being categorized as most at-risk for stress is associated with the teacher-to-student racial/ethnic congruence. Findings point to substantial differences in how teachers appraise their environments depending on school context, which has implications for how education stakeholders recruit and prepare classroom practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01