Race, ethnicity, and class affect teacher perceptions and teacher behavior, including persistence with struggling students¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2010: baselines and conditions change

Subclaims¶

q2 i? Teacher persistence — how long a teacher waits when a child is figuring something out, and how many alternative explanations are offered — is significantly affected by race, ethnicity, and class cues. → Payne 2005

Evidence¶

Payne 2005¶

Payne, Charles. (2005). Still Crazy after All These Years: Race in the Chicago School System. Consortium on Chicago School Research, University of Illinois at Chicago. https://consortium.uchicago.edu/publications/still-crazy-after-all-these-years-race-chicago-school-system

q2 · i? · theoretical · r2

Narrative review attribution: Payne reports, citing Ron Ferguson's 2003 review of research on race, expectations, and performance, that the body of research is not strong, but the most convincing line concerns teacher persistence with children who are struggling. Majority group children, he writes, "are going to get more chances."

"If one has to make a call with the literature we have, then race, ethnicity, and class all affect teacher perception and all affect teacher behavior."

Discussion¶

Learner Variables¶

• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Systematic racial, ethnic and gender differences in grades persist among students with the same test scores, attendance, courses and teachers — related
• Among students with the same high grades, ACT scores differ substantially by race/ethnicity, a pattern the report flags as possible racial bias — related
• Persistence behaviors in the face of challenge differed significantly by age and gender — related
• Only equity visualizations disaggregated by race/ethnicity and gender prompted teachers to reflect on how race/ethnicity or gender may impact student classroom experiences — related
• Preschool teachers' perceptions of children's academic abilities were not associated with child gender or race/ethnicity — related