A Kindergarten Teacher Like Me: The Role of Student-Teacher Race in Social-Emotional Development
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| Title: | A Kindergarten Teacher Like Me: The Role of Student-Teacher Race in Social-Emotional Development |
|---|---|
| Language: | English |
| Authors: | Wright, Adam, Gottfried, Michael A., Le, Vi-Nhuan |
| Source: | American Educational Research Journal. suppl p78S-101S Apr 2017 54(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Kindergarten |
| Descriptors: | Racial Differences, Ethnicity, Kindergarten, Teacher Characteristics, Student Characteristics, Behavior Problems, Student Behavior, Teacher Attitudes, Student Diversity, Diversity (Faculty), Cultural Influences, Social Development, Emotional Development, Longitudinal Studies, Surveys, Children, Likert Scales, Child Care, Family Characteristics, Classroom Environment, Statistical Analysis, Teacher Student Relationship |
| Assessment and Survey Identifiers: | Early Childhood Longitudinal Survey |
| DOI: | 10.3102/0002831216635733 |
| ISSN: | 0002-8312 |
| Abstract: | Our nation's classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers' ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have different social-emotional ratings when they had a teacher whose racial/ethnic group was the same as their own. We found that having a teacher of the same race was unrelated to teachers' ratings of children's internalizing problem behaviors, interpersonal skills, approaches to learning, and self-control. However, students whose teachers' race/ethnicity matched their own had more favorable ratings of externalizing behaviors. Results are discussed in terms of implications for school disciplinary policies. |
| Abstractor: | As Provided |
| Number of References: | 67 |
| Entry Date: | 2017 |
| Accession Number: | EJ1155312 |
| Database: | ERIC |
| Abstract: | Our nation's classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers' ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have different social-emotional ratings when they had a teacher whose racial/ethnic group was the same as their own. We found that having a teacher of the same race was unrelated to teachers' ratings of children's internalizing problem behaviors, interpersonal skills, approaches to learning, and self-control. However, students whose teachers' race/ethnicity matched their own had more favorable ratings of externalizing behaviors. Results are discussed in terms of implications for school disciplinary policies. |
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| ISSN: | 0002-8312 |
| DOI: | 10.3102/0002831216635733 |
