Ethnic-Matching in Urban Schools

Datos Bibliográficos

ID20053367
AutoresDonald Easton-Brooks (0009-0008-7270-4185, autor de correspondencia)
Año2021
Páginas234-252
Fecha de publicación2021-02-25
Peer ReviewedSí
Open AccessNo
TipoCHAPTER
RevistaHandbook of Urban Education (SOURCE_BOOK)
EditorialRoutledge (PUBLISHER • GB)
DOI10.4324/9780429331435-17
OpenAlexW2493102922
ISBN9780429331435
IdiomaEN
Citas recibidas11
Referencias citadas1

This chapter presents demographics of urban schools, with an increased number of White teachers and Black/Indigenous Students of Color (BISOC) entering public classrooms. It also presents research showing the impact of Black/Indigenous Teachers of Color (BITOC) on the outcomes of BISOC in the form of ethnic-matching, and on studies validating the reason ethnic-matching has an impact on the academic achievement scores of minoritized students. The major United States (US) cities in which African American/Blacks make up more than 50% of the population are Detroit, Memphis, Baltimore, New Orleans, Atlanta, and St. Louis. Students who attended private schools or who transferred between schools at any of the assessment points were also eliminated from this study to avoid confounding teacher and school effects. Research is increasing in this area. Studies are looking beyond just the impact of ethnic-matching

Ethnic group · Geography · Mathematics education · Sociology · Statistics · Anthropology · Critical Race Theory in Education · Mathematics · Racial and Ethnic Identity Research · School Choice and Performance