The Effect of Teacher-Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills.
Child Dev
; 91(3): e597-e618, 2020 05.
Article
en En
| MEDLINE
| ID: mdl-31231803
ABSTRACT
Mounting evidence suggests teacher-child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about whether the effects of teacher-child matching differ across levels of classroom diversity. This study examined effects of matching on teacher-reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity moderation using multilevel models. Data were drawn from a professional learning study involving 224 teachers (Mage = 41.5) and 5,200 children (Mage = 7.7) in 36 New York City elementary schools. Teacher-child race/ethnicity matching was associated with higher child engagement in learning, motivation, social skills, and fewer absences. Classroom diversity moderated matching such that teacher-child mismatch was related to lower engagement, motivation, social skills, math and reading scores in low-diversity classrooms, but not in high-diversity classrooms. Implications for practice and policy are discussed.
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Negro o Afroamericano
/
Hispánicos o Latinos
/
Desarrollo Infantil
/
Diversidad Cultural
/
Maestros
/
Rendimiento Académico
Tipo de estudio:
Clinical_trials
/
Prognostic_studies
Aspecto:
Determinantes_sociais_saude
Límite:
Adult
/
Child
/
Female
/
Humans
/
Male
País/Región como asunto:
America do norte
Idioma:
En
Revista:
Child Dev
Año:
2020
Tipo del documento:
Article