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

The DOI matches its Crossref record; 125 of the 125 references it cites were found in a registry or an index.

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.

Overview

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Crossref · 10.3102/0034654319853545

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125 of 125 references verified0 citation errors · 0 not checkable

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Citations

Cites

Show all 125 references

Research works printed but not linked: 12

  1. *Blake J. J., Smith D. M., Marchbanks M. P.III, Seibert A. L., Wood S. M., Kim E. S. (2016). Does student-teacher racial/ethnic match impact Black students’ discipline risk? A test of the cultural synchrony hypothesis. In Skiba R. J., Mediratta K., Rausch M. K. (Eds.), Inequality in school discipline: Research and practice to reduce disparities (pp. 79–98). New York, NY: Palgrave MacMillan.
  2. 10.1353/jhr.2008.0017 · DOI
  3. *Clotfelter C., Ladd H., Vigdor J. (2010). Teacher credentials and student achievement in high school: A cross-subject analysis with student fixed effects. Journal of Human Resources, 45, 778–820.
  4. 10.1016/B978-012064455-1/50018-X · DOI
  5. *Easton-Brooks D., Lewis C., Zhang Y. (2009). Ethnic-matching: The influence of African American teachers on the reading scores of African American students. National Journal of Urban Education and Practice, 3(1), 230–243.
  6. 10.1177/016146810310500606 · DOI
  7. *Fox L. (2016). Seeing potential: The effects of student-teacher demographic congruence on teacher expectations and recommendations. AERA Open, 2(1), 1–17.
  8. 10.1177/074355841983068 · DOI
  9. *Grissom J. A., Redding C. (2016). Discretion and disproportionality: Explaining the underrepresentation of high-achieving students of color in gifted programs. AERA Open, 2, 1–25.
  10. Milner H. R. (2006). The promise of Black teachers’ success with Black students. Educational Foundations, 20, 89–104.
  11. Noel A., Stark P., Redford J. (2016). Parent and family involvement in education, from the National Household Education Surveys Program of 2012 (NCES 2013-028.REV2). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
  12. 10.1177/016146810210400206 · DOI

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Metadata

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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