Seeking Black/African American teachers for the WCCUSD
Black and Hispanic students are suspended at disproportionately high rates compared to their peers, a phenomenon that starts as early as preschool. But assigning them to a teacher of the same race can lessen the likelihood of suspension, a recent study finds.
The findings add to a growing body of evidence that teachers of color have positive effects on both the academic and social-emotional success of students, and particularly students of color.
The research in the working paper from scholars at George Washington University and the University of California, Berkeley, was published this fall. It suggests that teachers of color may have classroom management techniques or pedagogical practices that help them build more-productive relationships with students of color without resorting to suspensions. White teachers may also have unconscious biases that lead them to judge the behavior of students of color more harshly than they do white students.
The study reiterates the importance of diversifying the teacher workforce and learning from the teachers of color who are already in the profession, especially with student behavior infractions on the rise this school year.
After all, the conversation around teacher diversity “isn’t just about changing the faces of the people who are in front of our children. It’s also about bringing in diverse experiences ... [and] different renditions of how to do teaching,” said José Vilson, the founder of the grassroots group EduColor and a former New York City math teacher who was not involved in the study.
Prior research has found that Black students are less likely to be suspended, expelled, or placed in detention by Black teachers. But this new study is among the first to examine whether these effects can be generalized to large, urban school districts or to Latinx or Asian American students and teachers. One in 5 male Latino students is suspended before he enters high school.
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