Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina
By C. Lindsay, Cassandra M. D. Hart. 2017
327 citations recorded by the source corpus.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/185d2b03214b3ba8a3b1e6d5ba1590bdf071d536
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Citations in the corpus
- Policing and Teaching: The Positioning of Black Male Teachers as Agents in the Universal Carceral Apparatus (2018, background): “Like policymakers, researchers also have joined the call to increase recruitment efforts for Black and Latino male teachers, particularly in the implication sections of their empirical studies (Carter 2005; Gershenzon et al. 2016; Lindsay and Hart 2017).”
- A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes (2019, result): “Underscoring the important influence of greater exposure to Black teachers, Lindsay and Hart find the largest effects for defiance-related incidents such as insubordination or disorderly conduct, arguably the most subjective domains under teachers’ purview. In summary, the studies on the relationshi”
- The Long-Run Impacts of Same-Race Teachers (2017, unknown): “…students on a number of contemporaneous dimensions, such as test scores, attendance, course grades, disciplinary outcomes, and expectations in a variety of educational settings (Dee, 2004, 2005; Fairlie et al., 2014; Gershenson et al., 2016; Lindsay and Hart, 2017; Holt and Gershenson, 2019).”
- The Added Value of Latinx and Black Teachers for Latinx and Black Students: Implications for Policy (2019, background): “Administrative data collected from a 2007-2008 North Carolina sample of elementary, middle, and high school students revealed that Black students taught by Black teachers had fewer office referrals for misconduct, compared with Black students taught by White teachers (Lindsay & Hart, 2017).”