Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills?

Autor/inn/en	Gottfried, Michael; Little, Michael; Ansari, Arya
Titel	Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills?
Quelle	In: Early Education and Development, 34 (2023) 8, S.1799-1815 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2023.2172674
Schlagwörter	Teacher Student Relationship; Ethnic Groups; Hispanic American Students; Academic Achievement; Longitudinal Studies; Surveys; Executive Function; Race; African American Students; Teacher Characteristics; Student Characteristics; Educational Benefits; Individual Development; Correlation; Kindergarten; Outcomes of Education; Diversity (Faculty); Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Rasse; Abstammung; African Americans; Afroamerikaner; Bildungsertrag; Individuelle Entwicklung; Korrelation; Lernleistung; Schulerfolg
Abstract	Research Findings: The purpose of this study is to advance our understanding of student-teacher ethnoracial matching in early elementary school by exploring two executive function outcomes -- working memory and cognitive flexibility. Drawing on nationally-representative, longitudinal sample of kindergartners (N = 18,170) from the Early Childhood Longitudinal Study -- Kindergarten Class of 2011, we relied on a fixed effects methodology and found student-teacher ethnoracial matching benefits on working memory skills, though not on cognitive flexibility. Observed associations for working memory are of similar size to those for academic achievement outcomes and are largest for Black and Latinx students. Policy or Practice: The benefits of student-teacher ethnoracial matching on academic outcomes--ranging from academic achievement to postsecondary attainment--are well documented. Yet, we know far less about the role of student-teacher ethnoracial matching on human development. This study helps to address this missing understanding of the importance of teacher diversity in supporting students' outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01