A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes

Redding, Christopher

doi:10.3102/0034654319853545

Cited by 453School Choice and PerformanceCritical Race Theory in EducationEducational Environments and Student Outcomes

A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes

Redding, Christopher·2019·Review of Educational Research

DOI 10.3102/0034654319853545

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Abstract

Considerable research has examined the positive educational experiences of students of color assigned to teachers of the same race or ethnicity. Underlying this research is the belief that the cultural fit between students and teachers has the potential to improve a child’s academic and nonacademic performance in school. This comprehensive review examines the extent to which Black and Latino/a students (1) receive more favorable ratings of classroom behavior and academic performance, (2) score higher on standardized tests, and (3) have more positive behavioral outcomes when assigned to a teacher of the same race/ethnicity. Assignment to a same-race teacher is associated with more favorable teacher ratings, although the relationship differs by school level. There is fairly strong evidence that Black students score higher on achievement tests when assigned to a Black teacher. Less consistent evidence is found for Latino/a students.

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In ethnoracially matched relationships, the inherent understanding and shared experiences can lead to smoother communication and fewer misunderstandings.
“In ethnoracially matched relationships, the inherent understanding and shared experiences can lead to smoother communication and fewer misunderstandings (Redding, 2019).”
From The Effects of Student–Teacher Ethnoracial Matching on Chronic Absenteeism: Exploring the Role of Relational Dynamics in Early Education (2025) · cites this paper as Redding, 2019

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Examining Racial Disparities in Teacher Perceptions of Student Disabilities
Cooc, N. (2017) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811711900703 · Cited by 34 · see citing works
On the Limited Presence of African American Teachers: An Assessment of Research, Synthesis, and Policy Implications
Cizek, G. J. (1995) · Review of Educational Research · doi:10.3102/00346543065001078 · Cited by 32 · see citing works
Teachers, race and student achievement revisited
Howsen, R. M., & Trawick, M. W. (2007) · Applied Economics Letters · doi:10.1080/13504850600706453 · Cited by 32 · see citing works
Racial Differences in Teacher Perception of Student Ability
Minor, E. C. (2014) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811411601004 · Cited by 31 · see citing works
Introduction
Clewell, B. C., & Villegas, A. M. (1998) · Education and Urban Society · doi:10.1177/0013124598031001001 · Cited by 30 · see citing works
Race, Gender, School Discipline, and Human Capital Effects
Jordan, J. L., & Anıl, B. (2009) · Journal of Agricultural and Applied Economics · doi:10.1017/s1074070800002893 · Cited by 26 · see citing works
Racial Interaction Effects and Student Achievement
Penney, J. (2016) · Education Finance and Policy · doi:10.1162/edfp_a_00202 · Cited by 24 · see citing works
Understanding Racial/Ethnic Diversity Gaps Among Early Career Teachers
Redding, C., & Baker, D. J. (2019) · AERA Open · doi:10.1177/2332858419848440 · Cited by 24 · see citing works
Self-citation
Ratings in Black and White: does racial symmetry or asymmetry influence teacher assessment of a pupil’s work habits?
Takei, Y., & Shouse, R. C. (2008) · Social Psychology of Education · doi:10.1007/s11218-008-9064-0 · Cited by 20 · see citing works
Portraits of Anti-racist Alternative Routes to Teaching in the U.S.
Gist, C. D. (2017) · doi:10.3726/b11418 · Cited by 14 · see citing works
Commentary
Luke, A. (2017) · American Educational Research Journal · doi:10.3102/0002831216679503 · Cited by 13 · see citing works
Latina/o Students in Majority White Schools
Salerno, S., & Reynolds, J. R. (2016) · Sociology of Race and Ethnicity · doi:10.1177/2332649216663002 · Cited by 12 · see citing works
Teacher Qualifications and Middle School Student AchievementPreprint
Buddin, R., & Zamarro, G. (2009) · SSRN Electronic Journal · doi:10.2139/ssrn.1428164 · Cited by 11 · see citing works
Teacher Effectiveness in Urban High SchoolsPreprint
Buddin, R., & Zamarro, G. (2009) · SSRN Electronic Journal · doi:10.2139/ssrn.1467063 · Cited by 9 · see citing works
A Quarter Century of Changes in the Elementary and Secondary Teaching Force: From 1987 to 2012 - Statistical Analysis Report
Ingersoll, R. M. (2017) · ScholarlyCommons (University of Pennsylvania) · Cited by 6 · see citing works

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Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students
Copur‐Gencturk, Y., Cimpian, J. R., Lubienski, S. T., & Thacker, I. (2019) · Educational Researcher · doi:10.3102/0013189x19890577 · Cited by 201 · see citing works
The role of teachers' self-efficacy beliefs in the development of teacher-student relationships
Hajovsky, D. B., Chesnut, S. R., & Jensen, K. M. (2020) · Journal of School Psychology · doi:10.1016/j.jsp.2020.09.001 · Cited by 160 · see citing works
Effects of Racism on Child Development: Advancing Antiracist Developmental Science
Iruka, I. U., Gardner‐Neblett, N., Telfer, N. A., Ibekwe‐Okafor, N., Curenton, S. M., Sims, J., Sansbury, A. B., & Neblett, E. W. (2022) · Annual Review of Developmental Psychology · doi:10.1146/annurev-devpsych-121020-031339 · Cited by 138 · see citing works
Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?
Morgan, P. L., Woods, A. D., Wang, Y., Farkas, G., Hillemeier, M. M., & Mitchell, C. (2022) · Journal of Learning Disabilities · doi:10.1177/00222194221094019 · Cited by 86 · see citing works
Unveiling the tapestry of teacher belief research: tracing the present and forging the future through bibliometric analysis
Wang, X., Gao, Y., Sun, F., & Wang, Q. (2023) · Current Psychology · doi:10.1007/s12144-023-05546-5 · Cited by 64 · see citing works
Religion and Academic Achievement: A Research Review Spanning Secondary School and Higher Education
Horwitz, I. M. (2020) · Review of Religious Research · doi:10.1007/s13644-020-00433-y · Cited by 61 · see citing works
Do High School Students With a Same-Race Teacher Attend Class More Often?
Gottfried, M. A., Kirksey, J. J., & Fletcher, T. L. (2021) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737211032241 · Cited by 63 · see citing works
Recent Trends in the Characteristics of New Teachers, the Schools in Which They Teach, and Their Turnover Rates
Redding, C., & Nguyen, T. D. (2020) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812012200711 · Cited by 59 · see citing works
Self-citation
Teacher–student relationship quality and math achievement: The mediating role of teacher self‐efficacy
Hajovsky, D. B., Oyen, K. A., Chesnut, S. R., & Curtin, S. (2019) · Psychology in the Schools · doi:10.1002/pits.22322 · Cited by 54 · see citing works
Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools
Bettini, E. A., Cormier, C. J., Ragunathan, M., & Stark, K. (2021) · Review of Educational Research · doi:10.3102/00346543211060873 · Cited by 57 · see citing works
The Effects of Student–Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence From New York City
Shirrell, M., Bristol, T. J., & Britton, T. (2023) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737231175461 · Cited by 50 · see citing works
AI-Generated Virtual Instructors Based on Liked or Admired People Can Improve Motivation and Foster Positive Emotions for Learning
Pataranutaporn, P., Leong, J., Danry, V., Lawson, A. P., Maes, P., & Sra, M. (2022) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie56618.2022.9962478 · Cited by 48 · see citing works
Fostering Belonging, Transforming Schools: The Impact of Restorative Practices
Darling-Hammond, S. (2023) · Learning Policy Institute · doi:10.54300/169.703 · Cited by 47 · see citing works
Advancing equity in access to school mental health through multiple informant decision-making
von der Embse, N. P., & Reyes, A. D. L. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101310 · Cited by 45 · see citing works
Linking school organizational characteristics and teacher retention: Evidence from repeated cross-sectional national data
Nguyen, T. D. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103220 · Cited by 45 · see citing works
Global Mindset Initiative Paper 1: Growth Mindset Cultures and Teacher PracticesPreprint
Murphy, M. C., Fryberg, S. A., Brady, L., Canning, E. A., & Hecht, C. A. (2021) · SSRN Electronic Journal · doi:10.2139/ssrn.3911594 · Cited by 46 · see citing works
Why a Diverse Leadership Pipeline Matters: The Empirical Evidence
Perrone, F. (2022) · Leadership and Policy in Schools · doi:10.1080/15700763.2021.2022707 · Cited by 41 · see citing works
On the Examination of Longitudinal Trends Between Teacher–Student Relationship Quality and Social Skills During Elementary School
Hajovsky, D. B., Chesnut, S. R., Helbig, K. A., & Goranowski, S. M. (2021) · School psychology review · doi:10.1080/2372966x.2021.1883995 · Cited by 34 · see citing works
Application of Machine Learning and Internet of Things Techniques in Evaluation of English Teaching Effect in Colleges
Shang, W. (2022) · Computational Intelligence and Neuroscience · doi:10.1155/2022/7643006 · Cited by 42 · see citing works
Racial and Ethnic Differences in Internal Medicine Residency Assessments
Boatright, D. B., Anderson, N., Kim, J. G., Holmboe, E. S., McDade, W. A., Fancher, T. L., Gross, C. P., Chaudhry, S. I., Nguyen, M. T., Tiako, M. J. N., et al. (2022) · JAMA Network Open · doi:10.1001/jamanetworkopen.2022.47649 · Cited by 38 · see citing works
Investigating the sources of teacher intercultural self-efficacy: A three-level study using TALIS 2018
Schwarzenthal, M., Daumiller, M. H., & Civitillo, S. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104070 · Cited by 48 · see citing works
Examining the Teacher Labor Market in Different Rural Contexts: Variations by Urbanicity and Rural States
Nguyen, T. D. (2020) · AERA Open · doi:10.1177/2332858420966336 · Cited by 37 · see citing works
Teacher-Student Race Match and Identification for Discretionary Educational Services
Hart, C. M. D., & Lindsay, C. A. (2024) · American Educational Research Journal · doi:10.3102/00028312241229413 · Cited by 34 · see citing works
Cultural universality and specificity of teacher-student relationship: a qualitative study in Belgian, Chinese, and Italian primary school teachers
Xu, C., Huizinga, M., Luca, G. D., Pollé, S., Liang, R., Sankalaite, S., Roorda, D. L., & Baeyens, D. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1287511 · Cited by 33 · see citing works
The Next Generation of Quality Indicators for Group Design Research in Special Education
Toste, J. R., Logan, J. A. R., Shogren, K. A., & Boyd, B. A. (2023) · Exceptional Children · doi:10.1177/00144029221150801 · Cited by 33 · see citing works
Seeing Behavior as Black, Brown, or White: Teachers’ Racial/Ethnic Bias in Perceptions of Routine Classroom Misbehavior
Owens, J. (2023) · Social Psychology Quarterly · doi:10.1177/01902725231177644 · Cited by 31 · see citing works
Why Black Teachers Matter
Blazar, D. (2024) · Educational Researcher · doi:10.3102/0013189x241261336 · Cited by 32 · see citing works
Locked in Glass Classrooms: Black Male Special Education Teachers Socialized as Everything But Educators
Cormier, C. J., Scott, L. A., Powell, C., & Hall, K. M. (2022) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/08884064211061038 · Cited by 31 · see citing works
No Safe Space: School Climate Experiences of Black Boys With and Without Emotional and Behavioral Disorders
Collins, T. A., Salle, T. P. L., Neves, J. R., Foster, J. A., & Scott, M. N. (2022) · School Psychology Review · doi:10.1080/2372966x.2021.2021783 · Cited by 33 · see citing works
From Interest to Entry: The Teacher Pipeline From College Application to Initial Employment
Bartanen, B., & Kwok, A. (2023) · American Educational Research Journal · doi:10.3102/00028312231185733 · Cited by 30 · see citing works
Augmenting Human Decision-Making in K-12 Education: The Role of Artificial Intelligence in Assisting the Recruitment and Retention of Teachers of Color for Enhanced Diversity and Inclusivity
Sadeghi, S., & Niu, C. (2024) · Leadership and Policy in Schools · doi:10.1080/15700763.2024.2358303 · Cited by 33 · see citing works
A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors
Bae, C. L. L., Mills, D., Fa, Z., Sealy, M., Cabrera, L., & Sea, M. (2021) · Review of Educational Research · doi:10.3102/00346543211042415 · Cited by 31 · see citing works
Castaways on Gilligan’s Island: Minoritized Special Education Teachers of Color Advocating for Equity
Cormier, C. J., & Scott, L. A. (2020) · Teaching Exceptional Children · doi:10.1177/0040059920974701 · Cited by 29 · see citing works
Identifying systemic inequity in higher education and opportunities for improvement
Denaro, K., Dennin, K., Dennin, M. B., & Sato, B. K. (2022) · PLoS ONE · doi:10.1371/journal.pone.0264059 · Cited by 31 · see citing works
Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital
Boat, A. A., Miranda, A., & Syvertsen, A. K. (2021) · Journal of Youth and Adolescence · doi:10.1007/s10964-021-01540-x · Cited by 37 · see citing works
Race, Ethnicity, and Immigration: Assessing the Link between Passive and Active Representation for Foreign-Born Clients
Capers, K. J., & Smith, C. W. (2021) · Journal of Public Administration Research and Theory · doi:10.1093/jopart/muab009 · Cited by 25 · see citing works
The Role of Teacher–Child Relationship Quality in Black and Latino Boys’ Positive Development
Goldberg, M. J., & Iruka, I. U. (2022) · Early Childhood Education Journal · doi:10.1007/s10643-021-01300-3 · Cited by 25 · see citing works
Findings on Summer Learning Loss Often Fail to Replicate, Even in Recent Data
Workman, J. B., von Hippel, P. T., & Merry, J. J. (2023) · Sociological Science · doi:10.15195/v10.a8 · Cited by 25 · see citing works
Up the down escalator? Examining a decade of school discipline reforms
Welsh, R. O. (2023) · Children and Youth Services Review · doi:10.1016/j.childyouth.2023.106962 · Cited by 25 · see citing works
Structural racism in school contexts and adolescent depression: Development of new indices for the National Longitudinal Study of Adolescent to Adult Health and beyond
Polos, J., Koning, S. M., Hargrove, T. W., Kershaw, K. N., & McDade, T. W. (2022) · SSM - Population Health · doi:10.1016/j.ssmph.2022.101237 · Cited by 24 · see citing works
Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency
Bae, C. L. L., Matewos, A. M., & Fife, J. E. (2024) · Educational Psychologist · doi:10.1080/00461520.2024.2370549 · Cited by 25 · see citing works
Recruiting and Retaining Asian American and Pacific Islander Teachers
Kim, G. M., & Cooc, N. (2020) · The Urban Review · doi:10.1007/s11256-020-00571-1 · Cited by 23 · see citing works
What's race got to do with it?: informant rating discrepancies in neuropsychological evaluations for children with ADHD.
Wexler, D., Salgado, R., Gornik, A., Peterson, R., & Pritchard, A. (2021) · Clinical Neuropsychologist · doi:10.1080/13854046.2021.1944671 · Cited by 20 · see citing works
Teacher Beliefs and Student Learning
Wolf, S., & Brown, A. (2023) · Human Development · doi:10.1159/000529450 · Cited by 31 · see citing works
Examining active help-seeking behavior in first-generation college students
White, M., & Canning, E. A. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09794-y · Cited by 22 · see citing works
Who Gets to Belong in College? An Empirical Review of How Institutions Can Assess and Expand Opportunities for Belonging on Campus
Kroeper, K. M., Gopalan, M., Emerson, K. T. U., & Walton, G. M. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10010-w · Cited by 23 · see citing works
A Multilevel Framework of Racism as a Barrier to Teachers’ Implementation of Culturally Relevant Pedagogy
Pagán, O. (2022) · AERA Open · doi:10.1177/23328584221106193 · Cited by 24 · see citing works
“Can you tell me more about this?”: Agentic written feedback, teacher expectations, and student learning
Griffiths, C. M., Murdock‐Perriera, L. A., & Eberhardt, J. L. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102145 · Cited by 23 · see citing works
Teacher-Student Relationship and Its Influence on College Student Engagement and Academic Achievement
Mallik, B. (2023) · Anatolian Journal of Education · doi:10.29333/aje.2023.817a · Cited by 22 · see citing works
Special Education Teachers of Color Retention Decisions: Findings From a National Study
Scott, L. A., Bell, N. S., Dayton, M., Bowman, R. W., Evans, I. O., Grillo, M., Spence, C., & Layden, S. J. (2022) · Exceptional Children · doi:10.1177/00144029221109850 · Cited by 21 · see citing works
Fixed effect estimates of student-teacher racial or ethnic matching in U.S. elementary schools
Morgan, P. L., & Hu, E. H. (2022) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2022.11.003 · Cited by 21 · see citing works
Special Education Teachers of Color Burnout, Working Conditions, and Recommendations for EBD Research
Scott, L. A., Bettini, E. A., & Brunsting, N. C. (2023) · Journal of Emotional and Behavioral Disorders · doi:10.1177/10634266221146495 · Cited by 21 · see citing works
Teacher Attrition and Retention in Kansas: A Case Study of Geographically Rural States with Persistent Teacher Shortages
Nguyen, T. D. (2020) · Online Journal of Rural Research & Policy · doi:10.4148/1936-0487.1100 · Cited by 20 · see citing works
Developing Sexual Self-Efficacy Beliefs During Adolescence: Do Health Teachers Really Matter?
Allsop, Y., & Anderman, E. M. (2022) · Journal of Youth and Adolescence · doi:10.1007/s10964-022-01646-w · Cited by 23 · see citing works
White privilege and teacher perceptions of teacher-child relationship quality
Rudasill, K. M., McGinnis, C. M., Cheng, S., Cormier, D. R., & Koziol, N. A. (2023) · Journal of School Psychology · doi:10.1016/j.jsp.2023.04.002 · Cited by 21 · see citing works
Teaching Latinx students: Do teacher ethnicity and bilingualism matter?
Castro, A. S., & Calzada, E. J. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101994 · Cited by 20 · see citing works
“You did incredibly well!”: teachers’ inflated praise can make children from low-SES backgrounds seem less smart (but more hardworking)
Schoneveld, E., & Brummelman, E. (2023) · npj Science of Learning · doi:10.1038/s41539-023-00183-w · Cited by 22 · see citing works
A multi-informant study on teachers' mindset, classroom practices, and student well-being
Wang, M., Scanlon, C. L., McKellar, S. E., & Ye, F. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101875 · Cited by 20 · see citing works
The Intergenerational Transmission of Teaching
Jacinto, A., & Gershenson, S. (2020) · American Educational Research Journal · doi:10.3102/0002831220963874 · Cited by 19 · see citing works
A Call for Data on the Principal Pipeline
Perrone, F., Young, M. D., & Fuller, E. J. (2022) · Educational Researcher · doi:10.3102/0013189x221075767 · Cited by 18 · see citing works
Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching?
Redding, C. (2022) · American Educational Research Journal · doi:10.3102/00028312221078018 · Cited by 20 · see citing works
Self-citation
Principal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits
Viano, S. L., Rodríguez, L. A., & Hunter, S. B. (2023) · AERA Open · doi:10.1177/23328584221148156 · Cited by 18 · see citing works
The Role of School Context in Explaining Racial Disproportionality in Special Education
Stiefel, L., Fatima, S. S., Cimpian, J. R., & O’Hagan, K. G. (2024) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737241271413 · Cited by 17 · see citing works
Contextualizing teacher motivation research
Usher, E. L. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101544 · Cited by 17 · see citing works
Increasing School Leader Diversity in a Social Justice Context: Revisiting Strategies for Leadership Preparation Programs
Yamashiro, K., Huchting, K., Ponce, M. N., Coleman, D. A., & McGowan-Robinson, L. (2022) · Leadership and Policy in Schools · doi:10.1080/15700763.2021.2022706 · Cited by 17 · see citing works
Classroom Environment, Teacher, and Girl Students’ Learning Skills
Shoaib, M., & Ullah, H. (2021) · Education and Urban Society · doi:10.1177/00131245211001908 · Cited by 17 · see citing works
Racial/ethnic match and student–teacher relationships
Nguyen, M., & Le, K. T. (2022) · Bulletin of Economic Research · doi:10.1111/boer.12362 · Cited by 16 · see citing works
Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States
Lee, C. C., Akin-Sabuncu, S., Goodwin, A. L., & McDevitt, S. E. (2021) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681211070871 · Cited by 16 · see citing works
Hybrid discourse spaces: A mixed methods study of student engagement in U.S. science classrooms
Bae, C. L. L., Sealy, M., Cabrera, L., Gladstone, J. R., & Mills, D. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102108 · Cited by 15 · see citing works
Inequities in Coaching Interventions: A Systematic Review of Who Receives and Provides Coaching Within Early Care and Education
Lang, S., Tebben, E., Odean, R., Wells, M. B., & Huang, H. (2023) · Child & Youth Care Forum · doi:10.1007/s10566-023-09748-7 · Cited by 16 · see citing works
The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness
Garner, P. W., Shadur, J. M., & Toney, T. D. (2021) · Psychology in the Schools · doi:10.1002/pits.22567 · Cited by 16 · see citing works
Timing and Frequency Matter: Same Race/Ethnicity Teacher and Student Achievement by School Level and Classroom Organization
Hwang, N., Graff, P., & Berends, M. (2022) · Educational Policy · doi:10.1177/08959048221087212 · Cited by 17 · see citing works
Enduring Problems, Rethinking Process, Fulfilling Promises: Reflections on the Continuing Shortage of Teachers of Color
Goodwin, A. L. (2023) · Journal of Teacher Education · doi:10.1177/00224871231160372 · Cited by 15 · see citing works
The dynamic nature of student discipline and discipline disparities
Darling-Hammond, S., Ruiz, M., Eberhardt, J. L., & Okonofua, J. A. (2023) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2120417120 · Cited by 20 · see citing works
Ethnoracial Diversity of the Special Educator Workforce Over Time
Bettini, E. A., Nguyen, T. D., Ellis-Robinson, T., Mason-Williams, L., Allen-Barrett, A., & Bass, A. (2024) · Exceptional Children · doi:10.1177/00144029241300526 · Cited by 15 · see citing works
The child education and health ethnic inequality consequences of climate shocks in Vietnam
Pham, T. (2022) · Economics of Education Review · doi:10.1016/j.econedurev.2022.102311 · Cited by 15 · see citing works
Explaining the Racial School Climate Gap: Evidence From Georgia
Graham, J. (2022) · AERA Open · doi:10.1177/23328584221131529 · Cited by 15 · see citing works
Effect of the Teacher-student Relationships on Feedback Literacy of High School Students in Tibetan areas of China: Mediating Effect of Emotional Intelligence and Moderating Effect of Ethnicity Category
Chen, H., Zhang, S., Xu, J., Du, R., & Tang, S. (2023) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00739-9 · Cited by 14 · see citing works
Leveraging Administrative Data to Study the Special Education Teacher Workforce
Gilmour, A. F., Feng, L., & Theobald, R. J. (2024) · Remedial and Special Education · doi:10.1177/07419325241262971 · Cited by 14 · see citing works
School Climate, Teacher Characteristics, and School Discipline: Evidence From New York City
Rodríguez, L. A., Welsh, R. O., & Daniels, C. (2024) · AERA Open · doi:10.1177/23328584241263860 · Cited by 21 · see citing works
Mental health and cultural and linguistic diversity as challenges in school? An interview study on the implications for students and teachers
Higgen, S., & Mösko, M. (2020) · PLoS ONE · doi:10.1371/journal.pone.0236160 · Cited by 10 · see citing works
Migrant teachers in the classroom: a key to reduce ethnic disadvantages in school?
Neugebauer, M., Klein, O., & Jacob, M. (2022) · International Studies in Sociology of Education · doi:10.1080/09620214.2022.2132983 · Cited by 13 · see citing works
Reconceptualizing inclusive leadership to address diversity in schools
Bhowmik, M., Walker, A., & Bryant, D. A. (2023) · Multicultural Education Review · doi:10.1080/2005615x.2023.2250713 · Cited by 9 · see citing works
School‐based racial segregation, social support, and late‐life cognitive function in the Study of Healthy Aging in African Americans (STAR)
Gutierrez, S., Whitmer, R. A., Soh, Y., Peterson, R. L., George, K. M., Lor, Y., Barnes, L. L., Mayeda, E. R., Allen, I. E., Torres, J. M., et al. (2024) · Alzheimer s & Dementia · doi:10.1002/alz.14112 · Cited by 13 · see citing works
Research on teachers of colour and minoritised teachers in majoritarian education systems: A scoping review of the literature in the last two decades
Arar, E. A., & Tlili, A. (2024) · Review of Education · doi:10.1002/rev3.3488 · Cited by 16 · see citing works
Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes
Bratsch‐Hines, M., Cohen‐Vogel, L., Little, M., Lindsay, C. A., & Carr, R. (2022) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2022.12.004 · Cited by 13 · see citing works
Going Beyond Lip Service When It Comes to Equity: Characteristics of Equity-Minded, Culturally Responsive Allies in Gifted and Talented Education
Ford, D. Y., Davis, J. L., Whiting, G. W., & Moore, J. L. (2021) · Gifted Child Today · doi:10.1177/10762175211011210 · Cited by 12 · see citing works
Experiences of Working Conditions Among Special Education Teachers of Color Serving Students With EBD
Bettini, E. A., Brunsting, N. C., Scott, L. A., Kaler, L., Moore, D. P., O’Brien, K. M., & Cumming, M. M. (2022) · Journal of Emotional and Behavioral Disorders · doi:10.1177/10634266221077698 · Cited by 12 · see citing works
Intentional diversity in academia: Recruiting, admitting, enrolling, and retaining underrepresented students in nursing programs
Akintade, B. F., Gonzalez, J. M., Idzik, S. R., & Indenbaum-Bates, K. (2023) · Journal of Professional Nursing · doi:10.1016/j.profnurs.2023.01.004 · Cited by 12 · see citing works
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Authors: Redding, C.
Affiliations: University of Florida (US)
Corresponding author: Redding, Christopher
ORCID: Redding, Christopher
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 2019-06-04
Volume: 89
Issue: 4
Pages: 499-535
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/0034654319853545
OpenAlex: W2948761769
Cited by: 453
References: 125
Citations by year: 2026: 53 · 2025: 85 · 2024: 96 · 2023: 90 · 2022: 74 · 2021: 31 · 2020: 17 · 2019: 7
FWCI: 87.02
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Review of Educational Research (publishedVersion)
Topics: Social Sciences › Education › School Choice and Performance
Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Social Sciences › Education › Educational Environments and Student Outcomes
Keywords: teacher perceptions of students, Black students, Hispanic students, academic performance, standardized test scores, classroom behavior, cultural fit, school level differences, teacher-student relationship

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A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes

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