Oates, Gary L.
Teacher-Student Racial Congruence, Teacher Perceptions, and Test Performance
Bowling Green State University
Whether teacher-student racial congruence conditions the impact of teacher perceptions on performance.
Journal Name or Institutional Affiliation:
Social Science Quarterly
Vol. 84, No. 3, pp. 508-525
- Anti-Black bias among White teachers and race neutrality among African American teachers.
- African American students appear especially vulnerable to negative perceptions when taught by Whites.
- African American students appear to be "shielded" from negative perceptions by their disproportionate tendency to be paired with African American rather with White teachers.
- Affirms presumption of self-concept theory regarding the potentially harmful implications of racial dissonance.
- Reduction of the Black-White gap would thus likely be facilitated by initiatives that advance race neutrality in White teachers' perceptions.
- The impact of teachers' perceptions on test performance shows signs of being especially pronounced in the racially dissonant White teacher-Black student context- the very context where teacher perceptions seem especially likely to be unfavorable.
- Racial congruence seems primarily consequential to African-American test performance -shaping both teacher perceptions and (somewhat less so) the impact of such perceptions on performance.
Journal Article Empirical Research
Academic Achievement, Achievement Gap, English, Faculty, Math, Perceptions, Social Studies, Teachers
Secondary Survey Data
Method of Analysis:
Structural Equation Modeling
Unit of Analysis:
- National Education Longitudinal Study of 1988 (U.S. Department of Education-NCES, 1994).
- Educational Processes between grades 10 and 12- the second (1990) and third (1992) waves.
- Multistage cluster sample of 24,599 eight graders but utilizes:
- 836 African American
- 7,249 White
- 670 African American with White teachers
- 166 African American with African American teachers
- 7,094 White with White teachers
- 155 White with African American teachers
- DV: 10th grade teacher perception
- IV: Student's race , SES, track placement, academic engagement, academic emphasis, gender, prior GPA (8th grade) and standardized test score, current (10th grade) track level, teacher's race.
- DV: 12th grade standardized test performance
- IV: SES, gender, prior (10th grade) track level, GPA, test performance, academic engagement, teacher perceptions.