Teacher Race, Child Race, Racial Congruence, and Teacher Ratings of Children's School Adjustment.

By Rowan L Pigott, E. Cowen. 2000

236 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ce99cbb1917213ed172701d7ccac14ff13317b52

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Citations in the corpus

Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “…have suggested that teacher race and teacher gender influence teachers’ perspectives, including teachers’ goal orientation (Rubie-Davies, Flint, & McDonald, 2011) and teacher expectations for and perceptions of capacities of underrepresented minorities (Beady & Hansell, 1981; Pigott & Cowen, 2000).”
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): “Other studies that look at more general factors related to academic and social skills also had null findings (Jennings & DiPrete, 2010; Pigott & Cowen, 2000).”
Influence of Student-Teacher and Parent-Teacher Relationships on Lower Achieving Readers' Engagement and Achievement in the Primary Grades. (2007, background): “Both African American teachers and Caucasian teachers rate African American students as having more behavioral difficulties (Alexander, Entwisle, & Thompson, 1987; Pigott & Cowen, 2000).”
Primary Teachers' Conceptions of Giftedness (2008, background): “…to identify the degree to which teachers’ race and studentteacher racial congruence influences teachers’ ratings of children’s academic expectations, Pigott and Cowen (2000) found that both African American and White teachers judged African American children to have less academic promise than…”
Are teachers' expectations different for racial minority than for European American students? A meta-analysis. (2007, background): “In contrast, other work has reported that teachers did not hold lower expectations for African American compared with European American students (Kehle, Bramble, & Mason, 1974; Pigott & Cowen, 2000).”
Links Between Parent-Teacher Relationships and Kindergartners' Social Skills: Do Child Ethnicity and Family Income Matter? (2011, background): “…children and children from low-income households are more likely to be rated by their teachers as less socially competent and more aggressive compared to Caucasian children and children from higher-income households (Parker & Asher, 1987; Patterson, Kupersmidt, & Vaden, 1990; Pigott & Cowen, 2000).”
Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline (2011, background): “…students in a large urban district were referred to the office, and found no obvious differences in severity of behavior, but that African American students tended to be referred to the office more often for offenses that required a higher degree of subjectivity, such as disrespect or loitering.”