Impacts on K-12 Student Experiences and Outcomes

• In Event: The Power of Community: Researching Transformation by Remedying and Repairing Teacher Education

Abstract

This presentation will analyze K-12 student data to examine impacts of the initiative on student engagement, achievement, and socio-emotional outcomes.This study is grounded in the growing body of research demonstrating the positive impacts of teacher diversity on student outcomes (Eddy & Easton-Brooks, 2011; Gershenson et al., 2018). This literature suggests that students, particularly those from marginalized backgrounds, benefit academically and socio-emotionally from having teachers who share their racial or ethnic identities. The theoretical underpinnings of this work draw from critical race theory in education (Ladson-Billings & Tate, 1995), which posits that racial and ethnic diversity among educators can challenge systemic inequities and provide culturally affirming experiences for students of color. Additionally, we incorporate insights from social cognitive theory (Bandura, 1986), which suggests that diverse teachers can serve as role models, potentially increasing students' self-efficacy and academic aspirations. This perspective is further supported by the work of Byars-Winston et al. (2010), who found that racial/ethnic minority role models in STEM fields positively influenced students' self-efficacy and outcome expectations, particularly for students of color.

This analysis underscores the importance of preparing culturally responsive educators and the benefits of a diverse teaching force. By examining the impacts on K-12 student outcomes, this research provides empirical evidence to support efforts to diversify the teacher workforce and implement culturally responsive practices. The findings contribute to the growing body of literature on the positive effects of teacher diversity on student achievement, engagement, and well-being (Billingsley et al., 2019). Furthermore, this study offers insights into the specific mechanisms through which diverse, culturally responsive teachers can positively influence student experiences and outcomes, informing both policy decisions and instructional practices in K-12 education.

Author

• Stanley L. Johnson, University of California - Los Angeles