Literature Review: Racial/Ethnic Matching

Hello. So my literature review was done on race and ethnic matching.

Um

I am mary bell Castaneda and thank you for watching my presentation.

So again,

the title is racial matching diverse teachers

of color and effects on student achievement.

And I had to research questions that helped guide my literature review.

Um The first one was does higher representation of teachers of color

where students are predominantly of color

improve student learning and academic achievement.

My second guiding question was in what ways can have any teacher of a

similar race and background as his or

her students help increase student performance.

So some studies that were reviewed included

race and ethnic matching teachers with students and academic outcomes. So

um what type of academic outcomes can come from

matching a teacher with students racially or ethnically?

Um Second topic was or theme was teacher perceptions

and interactions with students and race slash ethnic matching.

So a lot of the articles that I reviewed

um included this theme or topic where teacher perceptions were looked

at a little bit more closely and their interactions with students.

And um

researchers looked at the differences based on race

and ethnic matching of the teachers with students.

So the third theme or topic was beneficial. Race slash ethnicity matches

basically. Um

Which

matching which race of teacher with students benefit benefited the students.

Um turnover rates.

So turnover rates of teachers of color

specifically um reasons for those turnover rates

and retention of teachers of colors. So um suggestions of what schools or

policies

can be made or created to help retain teachers of color.

So first theme race,

ethnic matching teachers with students and academic outcomes.

Um to the bottom right, are the specific articles that were looked at.

And some main points that I found from these articles were um

was that research found higher academic outcomes were identified for

black students who were paired with a teacher of color.

Um researchers suggested that this

uh decreases the stereotype threat for students of color,

meaning that

students might

fear or be distracted by what they think their teacher

perceives them as our stereotypes them as and therefore can create

an outcome of lower

academic achievement.

Another point was higher reading and mathematics academic achievement

for black white and asian slash pacific islander students

when paired with the same race ethnic teacher.

So basically if students were paired with the same race or ethnic teacher,

they had higher academic outcomes in reading and mathematics and or mathematics.

Another point was race.

Ethnic matching can have positive effects on students of color,

racial ethnic identity development.

So, um,

some examples that were used or if students of color,

some have a teacher of the same race or ethnic

um

match, they can

perceive themselves as

um

as successful because they have that model

from their teacher.

Um And

another major point was racial ethnic matching is over,

can overall be beneficial for all students

because the research demonstrates that black,

white and asian slash specific students all displayed higher

academic performance when matched with the same race teacher.

So another theme was teacher perceptions and interactions with students

and raise slash ethnic matching black students received worse evaluations

from their Externalizing for their Externalizing behaviors when they had

a white teacher than when they had a black teacher

race.

Ethnic match black in latin X teachers are less likely

to see match students as disruptive or Externalizing problem behaviors.

So when matched teachers perceived same race students um

as less likely to be disruptive than uh when compared to their white

um peers.

So this the researchers pointed that this

could be due to shared cultural understanding,

meaning they just have a deeper understanding of the students

culture because they come from the same background or ethnic

um group or race.

So white teachers give significantly more negative feedback for black students,

but we're also given more negative feedback

overall by both black and white teachers.

So,

um some research did find that overall black

students did receive significantly significantly more negative feedback

by all teachers.

So minorities students face the destruction and

fear of stereotype threats in school.

So again, we go back to the stereotype threat.

Um

Yeah,

yeah.

And how student that creates that can create fear and destruction in students, um

when

they should be in school,

uh learning without this fear,

non black teachers have significantly lower educational expectations

for black students than do black teachers.

So it was found that um non black teachers did have lower educational expectations,

meaning they didn't um

perceive black students to um

to be as successful than their counterparts.

Um And last theme is beneficial race slash ethnic matches,

turnover and retention of teachers of color. So

um consistent evidence found that students had

more positive ratings of black and latin

X teachers than white teachers with black

teachers having the most favorable reading.

So then it some,

I found some research that looked at um the students

perceptions of their teachers and um this specific study found that

um black teachers had the highest or more favorable favorable rating.

Then there um

the non than non black teachers,

and again, this could be due to shared cultural understanding um from the teachers.

Um And the students.

Another main point is that latino students had mixed results

and there has not been much research on race, ethnic matching

for latin X students,

even though latin X students are the fastest growing population in schools,

limited attention to the there has been limited attention

to the teaching practices of bilingual latin X teachers.

Latin X teachers were found though in one of the study articles that I found um to

likely to express explicitly in corporate culture into their teaching practices

and had greater self reporting, culturally responsive teaching self efficacy.

So basically they incorporated

um

culturally responsive teaching than other teachers

and teachers of color,

especially black teachers have lower enrollment rates and educator preparation

programs and are more likely to be hired at under resource

low income schools which usually have higher

demands and experience less overall school support.

So one of the major problems to have been found

when it comes to hiring and retaining teachers of color,

especially black teachers

is that there are just not as many teachers

of color in the preparation teacher education preparation programs

and um when they are hired,

they are more more likely to be hired in lower income communities.

Um,

Latin X and black teachers were found to have

the highest turnover rates compared to what teachers,

but did have higher numbers of

higher numbers of teachers who remained in

urban schools that served minority sized communities.

So, um,

typically

research has found that teachers of color are hired in lower income communities

and it was found that they tend to remain in the

urban schools and those particular areas compared to uh white teachers.

Um,

so some suggestions or solutions would be re

examining the different types of organizational capital,

such as financial, social, human and cultural capital, um,

which is needed to support teachers of color in urban schools.

So, kind of just looking at these areas in debt

and um,

yeah,

looking analyzing the structure and um

what needs to be changed or what can be

changed in order to better support teachers of color,

especially in urban schools.

So,

last but not least, my conclusion, some suggestions that I found uh in

these articles

or some suggestions that I believe in myself as well.

So as long as academic achievement gaps exist in education and the

school system wants to truly provide an equitable education for all students,

then this type of research needs to be

utilized to create future policies in schools.

Um

two,

to minimize that those educational achievement gaps that exist.

So a first step to creating a more equitable education

would be for all teachers to acknowledge and confront their biases

so that they may aid all their students in their academic success.

So, you know, one of the first and foremost steps is for us as educators to really

acknowledge and confront those biases that do exist, you know,

that we don't notice in our everyday teaching

and um

confronting them, you know, making those changes in order to

to help all our students become successful.

A major step would be hiring and retaining more teachers of color.

So with all the research that points to the benefits of hiring and

keeping more teachers of color. Um

these, this type of research is important,

it needs to be looked at in order to create future policies.

Um so suggestions for hiring and retaining teachers of color

include recruiting more teachers of color to teacher preparation programs,

providing supportive environments.

So, and supportive environments could be, you know,

in the teacher preparation programs, um,

support to

encourage more teachers of color to apply and um

remain in teacher preparation programs as well as

once hired in in schools and school districts,

providing that support that they need all around

and supplying them with necessary resources to succeed,

especially since there tends to be more teachers of color in urban schools,

which tend to be under resource and underfunded, so,

you know,

supplying the necessary resources for the teachers

as well as the students to succeed.

And thank you for watching my recording.

Literature Review: Racial/Ethnic Matching

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