Student-Teacher Ethnoracial Match, Teacher Training, and Student Academic and Disciplinary Outcomes in New York City

Session Type: Symposium

Abstract

This symposium explores the relationships between student-teacher ethnoracial match, teacher training, and student outcomes in the nation’s largest school district, New York City. The session begins with an overview of the policy context provided by a leader of the district’s teacher diversity initiatives, followed by three paper presentations. The first paper examines the effects of teacher-student ethnoracial match on student discipline; the second paper explores the relationship between teacher-student ethnoracial match and college access; and the third paper focuses on the district’s efforts to prepare veteran teachers to mentor novice male teachers of color. The symposium will close with discussant comments from the district leader focused on the implications of the findings for policy and practice, followed by audience discussion.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 07: Teacher Recruitment, Induction, Mentoring, and Retention For and From Diverse Communities and Contexts

Chair

• Richard Haynes, New York City Department of Education

Papers

• Effects of Student-Teacher Ethnoracial Match on Exclusionary Discipline for Asian, Black, and Latinx Students - Matthew Shirrell, The George Washington University; Travis J. Bristol, University of California - Berkeley; Tolani Britton, University of California - Berkeley

• Student-Teacher Ethnoracial Matching and Postsecondary Outcomes: Evidence From New York City - Tolani Britton, University of California - Berkeley; Travis J. Bristol, University of California - Berkeley; Matthew Shirrell, The George Washington University

• Preparing Veteran Teachers to Differentiate Learning for Novice Male Teachers of Color - Travis J. Bristol, University of California - Berkeley

Discussant

• Richard Haynes, New York City Department of Education