Rookie Mistakes

The Interplay of Teacher Experience and Racial Representation

Datos Bibliográficos

ID9734003
AutoresKatie Vinopal (0000-0002-5509-1208, The Ohio State University, Columbus, OH, autor de correspondencia), Stephen B Holt (0000-0002-9162-661X, University at Albany, SUNY, Albany, NY)
Año2019
Volumen48
Número7
Páginas421-437
Fecha de publicación2019-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x19867699
OpenAlexW2947238746
IdiomaEN
Citas recibidas5
Referencias citadas53

A growing body of research has documented the important benefits teachers of color bring to students of color, including higher expectations. Separately, researchers have shown that teachers improve student achievement with increasing effectiveness over their careers. We bridge these two streams of research by examining the extent to which teachers’ perceptions of racially dissimilar students vary by experience in the teaching profession. Using nationally representative data, we show that while the expectations gap between non-Black and Black teachers regarding Black students’ academic potential persists regardless of experience, the gap is much larger among first year teachers. We demonstrate that non-Black teachers with more than one year of experience have higher expectations of Black students than non-Black rookie teachers, and perhaps surprisingly, Black teachers with more than one year of experience have lower expectations of Black students compared to rookie Black teachers. We do not find such results for Latino/a students. We discuss the implications of these results for both research and practice

Black male · Mathematics education · Pedagogy · Perception · Sociology · Critical Race Theory in Education · Gender Studies · Psychology · School Choice and Performance · Teacher Education and Leadership Studies