Associations Between Teacher-Student Racial and Ethnic Congruence and Teacher Risk for Stress: Examining Nonsymmetrical Effects

• In Event: Coping and Resilience in Educational Settings

Abstract

Teacher stress is a widespread phenomenon that has been associated with multiple negative occupational health outcomes (Liu & Ramsey, 2008; Gray & Brauen, 2013). Previous research suggests that racial/ethnic congruence between teachers and their students may contribute to these negative outcomes (Authors, 2019; Fairchild et al., 2012; Renzulli et al., 2011). Using national data from the NCES National Teacher Principal Survey, we examined the association between K-12 public school teachers’ risk for stress and teacher-student racial/ethnic congruence. Analyses indicated significant variation in teacher risk for stress by teacher race/ethnicity and school racial composition. We also found evidence of non-symmetrical effects depending on teachers’ racial/ethnic identity. Findings have implications educational stakeholders’ recruitment and retention of teachers.

Authors

• Jendayi Bizzelle Dillard, The University of Texas at Austin

• Paul G. Fitchett, University of North Carolina - Charlotte

• Richard G. Lambert, University of North Carolina - Charlotte

• Christopher J. Mccarthy, The University of Texas at Austin

• Kristen C. Mosley, The University of Texas at Austin