ERIC Number: ED616770
Record Type: Non-Journal
Publication Date: 2021-Dec
Pages: 58
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Teachers of Color, Culturally Responsive Teaching, and Student Outcomes: Experimental Evidence from the Random Assignment of Teachers to Classes. EdWorkingPaper No. 21-501
Blazar, David
Annenberg Institute for School Reform at Brown University
There is broad consensus across academic disciplines that access to same-race/ethnicity teachers is a critical resource for supporting the educational experiences and outcomes of Black, Hispanic, and other students of color. While theoretical and qualitative lines of inquiry further describe a set of teacher mindsets and practices aligned to "culturally responsive teaching" as likely mechanisms for these effects, to date there is no causal evidence on this topic. In experimental data where upper-elementary teachers were randomly assigned to classes, I find large effects upwards of 0.45 standard deviations of teachers of color on the short- and longer-term social-emotional, academic, and behavioral outcomes of their students. These average effects are explained in part by teachers' growth mindset beliefs that student intelligence is malleable rather than fixed, interpersonal relationships with students and families, time spent planning for and differentiating instruction for individual students' needs, and the extent to which teachers lead well-organized classrooms in which student (mis)behavior is addressed productively without creating a negative classroom climate.
Descriptors: Racial Differences, Ethnicity, Diversity (Faculty), Minority Group Teachers, Minority Group Students, Culturally Relevant Education, Elementary School Teachers, Student Behavior, Academic Achievement, Teacher Attitudes, Intelligence, Interpersonal Relationship, Planning, Individualized Instruction, Student Needs, Classroom Techniques, Classroom Environment, Socioeconomic Status, Limited English Speaking, Special Education, Social Development, Emotional Development, Teacher Effectiveness, Teacher Characteristics, Teacher Competencies
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Annenberg Institute for School Reform at Brown University
Identifiers - Assessments and Surveys: Classroom Assessment Scoring System
Grant or Contract Numbers: N/A