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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.51,Issue3,P.395-422

语言

英文

关键字

student-teacher ethno-racial matching; ability grouping; reading; hierarchical linear models; BLACK-WHITE; MATHEMATICS ACHIEVEMENT; CHILD RELATIONSHIPS; AMERICAN STUDENTS; SCHOOL; CLASSROOM; RACE; EXPECTATIONS; PERCEPTIONS; KINDERGARTEN

作者单位

[Banerjee, Neena] Valdosta State Univ, Dept Polit Sci, Publ Adm, Valdosta, GA USA. Banerjee, N (reprint author), Valdosta State Univ, Dept Polit Sci, Publ Adm Program, 1500 N Patterson St, Valdosta, GA 31698 USA. E-Mail: nbanerjee@valdosta.edu

摘要

This article investigates the relationship between student-teacher ethno-racial matching and students' placement in reading ability groups in kindergarten and first grades in the United States. Multilevel regression analysis of a nationally representative sample of students shows that Latino/a first graders are more likely to be placed in higher ability groups when assigned to Latino/a teachers. Furthermore, teachers' perception of students' learning behavior, a variable that has been linked to teacher-student racial congruence in the literature, has a strong positive effect on ability group placement in kindergarten and first grades. These findings have implications for minority teacher recruitment policies in school districts.