Black Student Achievement Outcomes Among Different Black Teacher and Faculty Conditions

• In Event: Reproduction of Educational Inequalities by Race, Socioeconomic Status, and Language

Abstract

Commencing with Dee (2004), a growing empirical literature has indicated benefits to student outcomes due to a one-to-one ethnic/racial match condition between classroom teachers and students. Recent work, however, has pointed to racialized structures within school faculties that may affect student outcomes both through teachers’ access to key faculty supports and resources and their respective influence on school operations. Building on prior work establishing interactions between person-level and organization-level measures in ethnic/racial match achievement outcomes, I evaluate the role of Black faculties as organization-level mechanisms in addition to (and distinct from) Black teachers in effecting student achievement outcomes. Preliminary evidence suggests student achievement effects may be influenced by organization-level racial features as well as by ethnic/racial match with classroom teacher.

Author

• Steven Drake, Michigan State University