Teacher-Student Racial Congruence and Subsequent Dual Credit Course Participation in Texas

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: The Role of Dual Enrollment, Dual Credit, and AP Course Participation on Postsecondary Outcomes (Table 27)

Abstract

This study explores the state of student–teacher racial congruence in dual credit courses and examines whether racial congruence in dual credit courses is related to students’ subsequent dual credit course–taking. We use descriptive statistics and Poisson regression models with school-level fixed effects to analyze statewide data from Texas. Results show that about half of Hispanic students have at least one Hispanic dual credit teacher, while much fewer Black and Asian students have dual credit teachers from the same racial group. We also find that racial congruence in dual credit courses in the first year is positively related to the number of dual credit courses students take in subsequent years for all students.

Authors

• Jungmin Lee, University of Kentucky

• Hyun Kyoung Ro, University of North Texas

• Wesley L. Edwards, University of North Texas