When Race Matters: Teachers' Evaluations of Students' Classroom Behavior

By D. Downey, Shana L. Pribesh. 2004

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View Paper: https://www.semanticscholar.org/paper/424e57bbec73327a39587a4c2dd061113484633d

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Citations in the corpus

Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities (2011, background): “The social contexts of schooling provide fertile ground for the development of inaccurate teacher perceptions, particularly given the cultural disconnects often present between teachers and students (Downey & Pribesh, 2004; Farkas, 2003).”
Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students (2008, background): “On the other hand, several studies have found black students to be less engaged than white students (Kao and Tienda 1998; Steinberg et al. 1992; Yair 2000), particularly when engagement is rated by teachers (Downey and Pribesh 2004).”
Teacher Effects on Social and Behavioral Skills in Early Elementary School (2010, background): “However, the present results suggest that the teachers who produce better than average academic results are not always the same teachers who excel in enhancing social and behavioral skills.”
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, background): “In terms of academic ratings, Downey and Pribesh (2004), Fryer and Levitt (2004), Ready and Wright (2011), and Wright et al. (2017) find no evidence of a benefit of racial/ethnic matching for Black kindergarten students in terms of the approaches to learning or academic rating scale in literacy or…”
Racial Mismatch and School Type (2011, background): “In fact, only a handful of studies have examined both formal and informal organizational practices, such as school structure and school racial composition, to consider their joint effects on teachers’ satisfaction with their jobs and their retention rates.”
The Added Value of Latinx and Black Teachers for Latinx and Black Students: Implications for Policy (2019, background): “As a related mechanism, implicit biases influence teachers’ perceptions of negative student behavior (Downey & Pribesh, 2004), ultimately accounting for the higher levels of exclusionary discipline experienced by Black students (England & Meier, 1985).”
What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes (2018, unknown): “3 Alexander, Entwisle, andThompson (1987), Ehrenberg, Goldhaber, andBrewer (1995), Downey and Shana (2004), Jennings and DiPrete (2010), and Mihaly et al. (2013) find evidence that teachers have an effect on non–test score measures of student skills.”
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes (2017, background): “…expulsion, or other extreme disciplinary response to student misbehavior, which has previously been shown to be susceptible to bias along racial or gender lines (Downey & Pribesh, 2004; Gregory, Skiba, & Noguera, 2010; Holt & Gershenson, 2015; Lindsay & Hart, 2017; McCarthy & Hoge, 1987).”
Different Teachers, Different Peers (2013, background): “For example, some studies have found that minority students learn more when they have a samerace teacher (Dee, 2005), and teachers tend to rate their students’ behavior more favorably when they share the same race (Downey & Pribesh, 2004).”
Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement (2014, result): “…ratings of behavior when teacher and child ethnicities are different (e.g., White teachers rate Black children’s behavior more negatively than that of White children; Downey & Pribesh, 2004), although these findings are mixed (de Ramirez & Shapiro, 2005; Hosterman, DuPaul, & Jitendra, 2008).”
First Grade and Educational Attainment by Age 22: A New Story1 (2005, background): “The variable called temperament/disposition in 11 An extensive literature documents race and class differences in teacher assessments of children and expectations for their future performance (see e.g., Alexander, Entwisle, and Thompson 1987; Downey and Pribesh 2004).”
Are Schools the Great Equalizer? Cognitive Inequality during the Summer Months and the School Year (2004, background): “Consistent with this view, some evidence suggests that teachers reward students for knowledge of highbrow arts or other cultural knowledge (DiMaggio 1982), and that student/teacher interactions can be strained by racial mismatches (Downey and Pribesh, 2004).”