Still Searching for a Match: Revisiting Ethnic Matching in Urban Education Through the Lens of Equity, History, and Place

• In Event: Part 2: Celebrating the 60th Anniversary of Urban Education: Past, Present, and Future Directions

Abstract

As Urban Education marks its 60th anniversary, this commentary revisits the concept of ethnic matching between students and teachers—an issue rooted in the post-Brown v. Board of Education era and still highly relevant in contemporary educational equity. Ethnic matching, the practice of aligning students with educators who share their racial or ethnic background, emerged as a response to the displacement of Black educators during desegregation and remains a vital tool for fostering cultural congruence and academic belonging. Drawing on the contributions of Dr. Donald Easton-Brooks and others, we examine the theoretical foundations, empirical evidence, and policy implications of ethnic matching, particularly in urban school contexts. We argue that urban districts are uniquely positioned to lead in advancing ethnic matching as an equity-centered strategy, given their racial diversity and persistent structural inequities. However, the evolution of this research agenda has been limited by methodological oversights, a lack of policy infrastructure, and geographic variability in feasibility. This commentary calls for a renewed commitment to ethnic matching as part of a broader framework for justice-driven school reform. We conclude that ethnic matching is not merely a symbolic gesture, but a transformative practice that must be implemented thoughtfully, systematically, and in close partnership with the communities it is intended to serve.

Authors

• Donald Easton-Brooks, University of Nevada - Reno

• Jemimah L Young, Texas A&M University

• Devin Williams, University of California - Riverside