Through Thick and Thin' How Black Educators Support Urban Students' Postsecondary Plans
Datos Bibliográficos
| ID | 2292249 |
|---|---|
| Autores | Joseph Sageman (0000-0003-0284-4365, Princeton University, autor de correspondencia) |
| Año | 2025 |
| Volumen | 96 |
| Número | 1 |
| Páginas | 47-66 |
| Fecha de publicación | 2025-02-17 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Sociological Inquiry (JOURNAL) |
| Identificadores de la revista | ISSN: 0038-0245 • E-ISSN: 1475-682X |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/soin.70003 |
| OpenAlex | W4407652641 |
| Idioma | EN |
| Referencias citadas | 48 |
How does exposure to Black educators influence minority students' postsecondary planning processes and long-run educational ambitions? Prior studies have documented positive effects of student-teacher racial matches on achievement and non-academic outcomes, but quantitative research designs are often unable to uncover the mechanisms underlying these effects. Through 107 interviews with high school seniors, teachers, and counselors in Philadelphia, I find that Black educators have an outsized impact on their minority students' postsecondary trajectories through a combination of empathic engagement and presumed proximity. I propose four distinct mechanisms through which Black educators may influence their students' future plans: increasing students' contact with postsecondary advisers, raising students' feelings of belonging in school, offering counseling expertise that is specifically relevant to students of color, and strengthening students' self-efficacy. This paper justifies policy efforts to diversify teacher and counselor workforces and suggests ways that White teachers may more effectively support their minority students
Mathematics education · Sociology · Critical Race Theory in Education · Diverse Education Studies and Reforms · Psychology · Youth Development and Social Support
Choosing Colleges
The Missing "One-Offs"
Representation in the classroom
Gains and Gaps
Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes
Who believes in me? The effect of student–teacher demographic match on teacher expectations
The Power of Their Presence
Black and Belonging at School
Retaining Teachers of Color
School Desegregation and Black Teacher Employment
Teachers, Race, and Student Achievement in a Randomized Experiment
Teacher–Student Interactions and Race in Integrated Classrooms
Race and the teacher–student relationship
They do not relate to Black people like us’
Diversifying the Teaching Force
You’re Supposed to Help Me”
I Was Just Trying to Make It”
What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes
Social Capital and College Planning
A lesson in bias
A Kindergarten Teacher Like Me
Student-Teacher Racial Match and Its Association With Black Student Achievement
Cultural Beliefs and Instructional Intentions
Are teachers' expectations different for racial minority than for European American students? A meta-analysis
The Impact of Demographic Representation on Absences and Suspensions
School Performance, Status Relations, and the Structure of Sentiment
Double Jeopardy
Social Capital and the Reproduction of Inequality
Status Attainment Processes
Flexible Coding of In-depth Interviews
Other Duties as Assigned
Surviving at the Street Level
Trusting Each Other
Potholes on the Road to College
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |