Race and Gender Teacher-Student Congruence Effects on Student Achievement in Racially Segregated Schools

• In Event: 174 - Section on Racial and Ethnic Minorities Roundtables (one-hour)
  In Refereed Roundtable: Table 13. Race, Ethnicity and Education in Comparative Perspective

Abstract

Students’ academic achievement is crucial to life opportunities and chances, yet race and gender differences remain in reading and math. One mechanism that makes a difference in student success is teachers, and especially teacher-student relationships. Since research emphasizes that feelings of social belonging positively influence student achievement, some suggest that good teacher-student relationships, potentially cultivated by sharing race or gender, may improve students’ achievement. This study uses data on a census of all elementary and middle school students in a large urban school district in Texas from 2009-10 through 2010-11 to investigate the potential benefits of race or gender congruence between teachers and students for student test score gains. We use regression modeling to isolate the effects of congruence independent of other student and teacher characteristics, and also examine race and gender differences in any effects of congruence.

Authors

• Irina Chukhray, Rice University

• Dara Renee Shifrer, Rice University