The Effect of Student-Teacher Racial/Ethnic Congruence and Classroom Diversity on Students' Social and Academic Outcomes

• In Event: Social and Emotional Learning and Academic Achievement

Abstract

Students of color now represent the majority of students in American public school, however, progress towards narrowing the achievement gap has remained stagnate. Student-teacher racial/ethnic match and classroom diversity may serve as protective factors. This study explores the effects of match, begins to examine associations between matched and non-matched student-teacher pairs, and the moderating role of classroom diversity. Data come from a RCT of a mindfulness-based intervention with teachers. Analysis used 2-level HLM models. Results suggest that teachers reported matched students as more engaged, motivated, having better social skills, and fewer absences than non-matched students. Teachers in diverse classrooms reported better student reading competence than segregated classrooms. Implication for increased student-teacher diversity at the classroom and school-level discussed.

Authors

• Damira S Rasheed, Fordham University

• Joshua L. Brown, Fordham University

• Patricia A. Jennings, University of Virginia