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

By Christopher Redding. Review of Educational Research, 2019

397 citations recorded by the source corpus.

Considerable research has examined the positive educational experiences of students of color assigned to teachers of the same race or ethnicity. Underlying this research is the belief that the cultural fit between students and teachers has the potential to improve a child’s academic and nonacademic performance in school. This comprehensive review examines the extent to which Black and Latino/a students (1) receive more favorable ratings of classroom behavior and academic performance, (2) score higher on standardized tests, and (3) have more positive behavioral outcomes when assigned to a teacher of the same race/ethnicity. Assignment to a same-race teacher is associated with more favorable teacher ratings, although the relationship differs by school level. There is fairly strong evidence that Black students score higher on achievement tests when assigned to a Black teacher. Less consistent evidence is found for Latino/a students.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/e98fa08affb1672f0451a740929f60bdc3e01a8f

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Citations in the corpus

Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students (2019, background): “And the findings for Hispanic students tend to be even more inconsistent (Redding, 2019).”