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The Urban Review

Erschienen in:

19.12.2022

Teacher-Student Race Congruence: Does it Matter, and What Can Principals Do About it?

verfasst von: Lawrence Scott, W. Sean Kearney, Elisabeth Krimbill, Nicholas Hinojosa

Erschienen in: The Urban Review | Ausgabe 3/2023

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Abstract

This article presents a mixed method study utilizing teacher and student demographic and student attendance data from seven hundred and two public schools in central Texas along with follow-up qualitative data gathered through semi-structured interviews conducted with the top 1% of principals identified as having the most diverse group of faculty within this region. For the quantitative methodology, OLS regression analyses were employed to measure the relative effect of teacher-student race congruence on student attendance. The results of these analyses indicate that teacher-student race congruence made a statistically significant independent contribution to the variance in student attendance. For the qualitative interview data, a constructivist approach was used to identify common themes for how principals recruit and retain a diverse faculty. Three themes emerged from these interviews: recruitment of diverse faculty is deliberate; a climate of teacher support is fostered; and cultural congruence is paramount.

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Titel: Teacher-Student Race Congruence: Does it Matter, and What Can Principals Do About it?
verfasst von: Lawrence Scott
W. Sean Kearney
Elisabeth Krimbill
Nicholas Hinojosa
Publikationsdatum: 19.12.2022
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 3/2023
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-022-00650-5

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