Implication of Teacher-Stress on Teacher-Child Race/Ethnic Match and Children’s Social-Emotional and Academic Development

• In Event: Poster Session 12
  In Poster Session: PS 12 Topic - Education, Schooling

Abstract

Teacher-child race/ethnic match has been linked to improved social-emotional skills and achievement for children, and may therefore serve to reduce gaps in educational achievement, where Black and Latinx children are most disadvantaged (Egalite et al., 2015; Dee, 2005; Rasheed et al., 2019; Yarnell & Bohrnstedt, 2018). Yet, few studies have examined this relationship beyond Black and White samples nor have many considered classroom factors that may moderate this relationship further (Wright et al., 2017; Joshi et al., 2018). The prosocial classroom model illustrates how teachers’ social-emotional competencies and well-being may indirectly influence child outcomes by impacting the classroom environment (Jennings & Greenberg, 2009). Indeed, teacher stress has been negatively associated with overall classroom interaction quality, classroom management, and teacher–child relationship quality (Herman et al., 2018; Wong et al., 2017). Previous research has suggested that these stress levels are exacerbated in urban, low-income school contexts, where teachers attend to students who are predominantly Black and Latinx (Bottiani, et al., 2019; Kyriacou, 2001). This study examined the direct effects of teacher-child race/ethnic match on child social-emotional and academic outcomes across one school year, and whether these relationships are moderated by teacher stress.

This study draws on data from a racially/ethnically diverse sample of urban public upper elementary school teachers (n=265; 34% Latinx, 24% Black, 42% White) and their students (n=3,891; 71% Latinx, 23% Black, 6% White) who participated in a school (n=59) cluster RCT of a SEL intervention. Teacher-child race/ethnic match/mismatches were calculated based on congruence in child race/ethnicity (obtained from local DOE) and teacher self-reported race/ethnicity. Multilevel models (HLM v7.03) were used to predict child outcomes in late spring (Time 2) controlling for their fall/winter (Time 1) outcome scores, key child, teacher, and school characteristics. Race/ethnic match was modeled at the individual level and moderation by teacher stress was tested through cross-level interactions (see Table 1).

Race/ethnic mismatch only resulted in statistically significant outcomes for Black children and they were all negative. When Black children had a Latinx or White teacher, they self-reported more aggressive behaviors. Latinx teachers also rated Black children as having significantly lower social competence and higher conduct problems relative to Latinx children. Interestingly, teacher stress had positive and negative moderating influences on the effects of teacher-child race/ethnic match. Black children with Latinx teachers who reported higher stress reported less aggressive behaviors and had higher ELA achievement but also had more relational conflict with their teachers (see Figure 1). In addition, Latinx children with Black teachers who reported higher stress were reported as having higher conduct problems (see Figure 1).

The current study contributes to the growing literature on teacher-child race congruence by analyzing specific race/ethnic match pairs (Rasheed et al., 2019). Further, while prior theory and research suggests that teacher stress has predominantly negative effects on child outcomes, the effect of teacher stress in the context of teacher-child race/ethnic match demonstrates mixed results. These findings highlight teacher stress and well-being as important factors in explaining when and how teacher-child race/ethnic match relationships are beneficial to children.

Authors

• Sheniqua Jeffrey, Fordham University
  Presenting Author

• Joshua L Brown, Fordham University
  Non-Presenting Author

• Christina L. Rucinski, EmbraceRace
  Non-Presenting Author

• Madeline Barry, Fordham University
  Non-Presenting Author

• Amy E Lowenstein
  Non-Presenting Author

• Jason Downer, University of Virginia - Charlottesville
  Non-Presenting Author