Preschool teachers and staff show signs of implicit bias in administering discipline, but
the race of the teacher plays a big role in the outcome, according to research conducted by the Yale Child Study Center.
For example, I take into account whether the student shares the teacher's race and ethnicity, because some of my own prior research suggests that
the race of a teacher may influence student outcomes (see «The Race Connection,»
For example, I take into account whether the student shares the teacher's race and ethnicity, because some of my own prior research suggests that
the race of a teacher may influence student outcomes (see «The Race Connection,» Education Next, Spring 2004).
Other analysts have found small variations depending on
the race of the teacher.
Another study, published by the American Educational Research Association, found
the race of the teacher played a role.
The chief obstacle to attributing these sizable differences to
the race of the teacher is the possibility that they are instead a function of differences in teacher quality that could not be directly observed.
Being culturally responsive and sensitive is critical to these efforts, regardless of
the race of the teacher or the student.
In coaching situations, especially when the teacher being coached is struggling, differences in
the race of the teacher and the coach may be of concern.
But, increasingly, schools that serve high populations of minority students, such as PUC Schools, are taking note of the research showing that
the race of teachers matters and have begun to prioritize diversity along with that top quality.
The race of the teacher didn't matter.
White students were unaffected by
the race of their teacher.
They were equally likely to get assigned to a gifted program regardless of
the race of their teacher.
Accordingly, there is much research about how such survey data can be gamed and manipulated by instructors (e.g., via the use of external incentives / disincentives), can be biased by respondent or student background variables (e.g., charisma, attractiveness, gender and race as compared to the gender and
race of the teacher or instructor, grade expected or earned in the class, overall grade point average, perceived course difficulty or the lack thereof), and the like.
In contrast, teachers in stable and diverse learning environments — with or without a white student majority — report more positive student relations and more support from parents and the community (with some variation according to
the race of the teacher).
I believe that students need diverse educational experiences, but I do not agree that this diversity must come from
the race of the teachers.