Student-Teacher Racial Match and Its Association with Black Student Achievement: An Exploration Using Multilevel Structural Equation Modeling

Autor/inn/en	Yarnell, Lisa M.; Bohrnstedt, George W.
Titel	Student-Teacher Racial Match and Its Association with Black Student Achievement: An Exploration Using Multilevel Structural Equation Modeling
Quelle	In: American Educational Research Journal, 55 (2018) 2, S.287-324 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831217734804
Schlagwörter	Hierarchical Linear Modeling; African American Students; Hispanic American Students; Educational Policy; Gender Differences; Scores; Reading Tests; Reading Achievement; Teacher Student Relationship; Race; Structural Equation Models; Academic Achievement; Grade 4; Elementary School Students; National Competency Tests; Student Characteristics; Teacher Characteristics; Statistical Analysis; Regression (Statistics); National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Politics of education; Bildungspolitik; Geschlechterkonflikt; Lesetest; Leseleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Rasse; Abstammung; Schulleistung; School year 04; 4. Schuljahr; Schuljahr 04; Statistische Analyse; Regression; Regressionsanalyse
Abstract	This study examines student-teacher "racial match" for its association with Black student achievement. Multilevel structural equation modeling was used to analyze 2013 National Assessment for Educational Progress (NAEP) Grade 4 Reading Assessment data to examine interactions of teacher race and student race in their associations with student achievement (N = 165,410 students, 23,710 teachers). Effects on Level 1 random slope parameters suggest that a match of Black male students with Black teachers is associated with higher reading scores for this group, as is a match of Black female students with a Black or Hispanic teacher. Level 2 effects suggest that greater classroom composition of Black males is associated with lower reading achievement. Moderation by gender and implications for educational policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01