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Of Promise and Penalties: How Student Racial-Cultural Markers Shape Teacher Perceptions.

Yasmiyn Irizarry1, Emma D Cohen2

  • 1Department of African and African Diaspora Studies, The University of Texas at Austin, 305 E. 23rd St., Stop G1800, Austin, TX 78712, USA.

Race and Social Problems
|February 7, 2024
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Summary
This summary is machine-generated.

Teacher perceptions of student academic ability vary significantly by race, ethnicity, and immigration status. Black students received lower ratings, while Asian immigrants, particularly East and Southeast Asian, received higher math ratings, even after controlling for other factors.

Keywords:
RaceRacial disparitiesRacializationStereotypesTeacher perceptions

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Area of Science:

  • Education
  • Sociology
  • Psychology

Background:

  • Teacher perceptions of students show significant racial and ethnic disparities.
  • Existing research lacks an intersectional analysis of race, ethnicity, and immigration status on teacher ratings.
  • Understanding these nuances is crucial for equitable educational practices.

Purpose of the Study:

  • To examine how race, ethnicity, and immigration status intersect to influence teachers' academic ability ratings.
  • To investigate variations in teacher ratings across conventional racial/ethnic groups and specific subgroups.
  • To identify the extent to which subgroup differences persist after accounting for background and performance factors.

Main Methods:

  • Utilized data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999.
  • Analyzed teacher ratings of academic ability for first-graders across multiple racial/ethnic groups and subgroups.
  • Employed statistical controls for background, contextual factors, and students' tested academic ability and growth.

Main Results:

  • Black first-graders received lower language and literacy ratings, a trend observed for both Black Americans and Black immigrants.
  • Asian first-graders received higher math ratings, primarily driven by elevated ratings for East Asian and Southeast Asian immigrants.
  • Subgroup differences in ratings persisted even after controlling for various factors, with academic behavior partially explaining some disparities.

Conclusions:

  • Teacher perceptions of academic ability are complexly influenced by intersecting racial, ethnic, and immigration status factors.
  • Specific subgroups, such as East Asian immigrants, received notably higher math ratings that were not fully explained by background or performance.
  • The findings highlight the need for culturally responsive teaching and further research into the mechanisms behind biased teacher perceptions.