The study found that when students had
teachers of the same race as them, they reported feeling more cared for, more interested in their schoolwork and more confident in their teachers» abilities to communicate with them.
Well - established evidence shows that having
a teacher of the same race as students is associated with achievement benefits.
Not exact matches
But, when the
teacher and child were
of a different
race, the
same family information seemed to overwhelm the
teachers and the behaviors were perceived
as being more severe.
In another part
of the study, they investigate the effects
of being randomly assigned to a
same -
race teacher as part
of Tennessee's Project STAR class size experiment.
Research indicates that minority students do better contemporaneously in school — and likely in the long run
as well — when they are exposed to
teachers of their
same race or ethnicity.
Likewise, a
teacher of the
same race may serve
as a more effective role model, boosting students» confidence and enthusiasm for learning.
And
as the student population continues to grow more racially, ethnically, and linguistically diverse, the
teacher workforce remains overwhelmingly white.3 Research shows, however, that students
of color benefit from having
teachers with whom they share the
same race or ethnicity, 4 and white students benefit from having nonwhite
teachers as well.5 In order to increase the number
of teacher candidates
of color enrolling in and graduating from
teacher preparation programs, several states are developing initiatives to intentionally recruit high - achieving people
of color into the teaching profession.
Moreover, many
of these
same policy makers justify increasing instructional time
as part
of the international education arms
race while ignoring the fact that
teachers in nations such
as South Korea and Singapore only actually teach about 35 %
of their work day compared to 80 % in the U.S. (Wei et al., 2009).
Notably, black students did not seem to benefit much more from having more than one black
teacher in grades 3 - 5
as compared to having just one — even a single
teacher of the
same race seemed to make a big difference.
While the percentage
of Latinx students is high and growing, less than 8 percent
of the nation's
teachers identify
as such.5 The recent increase in the Latinx population means that the
teacher diversity gap —
as measured by subtracting the percentage
of teachers6
of a certain
race or ethnicity from the percentage
of students7
of that
same race or ethnicity — is largest for Latinx students.
Starting in 1970, students and
teachers of both
races were transferred throughout the district «so that the ratio
of Negro to white
teachers in each school [was] substantially the
same as such ratio to the
teachers in the entire school system (Causey, 2001).»