التفاصيل البيبلوغرافية
| العنوان: |
Spillover Effects of Black Teachers on White Teachers' Racial Competency: Mixed Methods Evidence from North Carolina. EdWorkingPaper No. 23-794 |
| اللغة: |
English |
| المؤلفون: |
Gershenson, Seth, Lindsay, Constance A., Papageorge, Nicholas W., Campbell, Romaine, Rendon, Jessica H., Annenberg Institute for School Reform at Brown University |
| المصدر: |
Annenberg Institute for School Reform at Brown University. 2023. |
| الإتاحة: |
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.orgTest |
| تمت مراجعته من قبل الزملاء: |
N |
| Page Count: |
32 |
| تاريخ النشر: |
2023 |
| نوع الوثيقة: |
Reports - Research |
| الواصفات: |
White Teachers, Blacks, African American Teachers, Racial Attitudes, Influences, Teacher Competencies, Peer Influence, Interprofessional Relationship, Academic Achievement, Suspension, Beginning Teachers, Public School Teachers, Racial Factors, Peer Teaching, Achievement Gap, Teacher Effectiveness, Teacher Improvement, Hispanic American Students, Hispanic Americans, Minority Group Teachers |
| مصطلحات جغرافية: |
North Carolina |
| مستخلص: |
The US teaching force remains disproportionately white while the student body grows more diverse. It is therefore important to understand how and under what conditions white teachers learn racial competency. This study applies a mixed-methods approach to investigate the hypothesis that Black peers improve white teachers' effectiveness when teaching Black students. The quantitative portion of this study relies on longitudinal data from North Carolina to show that having a Black same-grade peer significantly improves the achievement and reduces the suspension rates of white teachers' Black students. These effects are persistent over time and largest for novice teachers. Qualitative evidence from open-ended interviews of North Carolina public school teachers reaffirms these findings. Broadly, our findings suggest that the positive impact of Black teachers' ability to successfully teach Black students is not limited to their direct interaction with Black students but is augmented by spillover effects on early-career white teachers, likely through peer learning. |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| رقم الانضمام: |
ED629163 |
| قاعدة البيانات: |
ERIC |
