The Mediating Effect of Funds of Knowledge on the Relationship Between Student-Teacher Racial Matching and Discourse

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Abstract

Abstract
This study explores the relationships between student–teacher racial matching, students’ funds of knowledge (FoK), and participation in science discourse. Analyzing survey data from 183 middle school students in the southeastern U.S., we found that for Black students, having a Black teacher increased the incorporation of their FoK in science, which in turn increased their participation in science discourse. No significant effects were found for white students having a white teacher. These findings underscore the importance of FoK in mediating the positive impact of student–teacher racial/ethnic matching on discourse for Black students, highlighting the need for teachers of Color in the workforce, as well as the inherent value of engaging with student FoK for teachers of any background.

Authors

• Kamil Hankour, Virginia Commonwealth University

• Rachel Niemira, Virginia Commonwealth University

• Singith Nuwanga Perera, Virginia Commonwealth University

• Christine Lee Bae, Virginia Commonwealth University