Understanding Children's Early Exposure to Same-Race Teachers

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Understanding Teacher Perceptions and the Impacts of Exposure

Abstract

The purpose of this study is to investigate whether recent evidence that children have significantly higher achievement when assigned to a teacher of their same race or ethnicity extends to the earliest grades. Data from a five-year project in North Carolina allows us to consider student-teacher race match beginning in pre-kindergarten (PK) and extending to first grade (G1), making it one of the first studies of its kind to do so.

Authors

• Michael H. Little, North Carolina State University

• Lora A. Cohen-Vogel, University of North Carolina at Chapel Hill

• Mary Bratsch-Hines, University of Florida