Do Teachers' Race, Gender, and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988

ILR Review ◽  
1995 ◽  
Vol 48 (3) ◽  
pp. 547-561 ◽  
Author(s):  
Ronald G. Ehrenberg ◽  
Daniel D. Goldhaber ◽  
Dominic J. Brewer
Keyword(s):  
Longitudinal Study ◽  
White Male ◽  
Female Students ◽  
White Female ◽  
Female Teachers ◽  
Subjective Evaluations ◽  
National Educational Longitudinal Study ◽  
Using Data ◽  
White Female Teachers ◽  
Mathematics And Science

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than did white male teachers.

Sex Differences in Female Teachers' Approval and Disapproval Behaviors as Related to Their Self-Definition of Sex-Role Type

1983 ◽  
Vol 53 (3) ◽  
pp. 711-714 ◽  
Author(s):  
Joseph C. Bledsoe
Keyword(s):  
Middle School ◽  
Sex Differences ◽  
Sex Role ◽  
White Female ◽  
Bem Sex Role Inventory ◽  
Female Teachers ◽  
Median Split ◽  
Definition Of ◽  
White Female Teachers

44 white female teachers were observed by two observers for six separate 20-min. periods for a total of 88 hr. The frequencies of approval and disapproval behaviors toward boys and girls were obtained. After observation, the Bem Sex-role Inventory was administered to the teachers, and four groups of 11 teachers each were classified by a median split-procedure as androgynous, masculine, feminine, and undifferentiated. As predicted, masculine teachers were more approving of boys' behavior, feminine teachers were more approving of girls' behavior and less approving of boys' behavior. In total observations, types of teacher did not differ, but when approval or disapproval was considered, there were significant differences according to pupils' sex and type of observation. Teachers' self-definition of sex-role type is likely to influence significantly their behavior toward middle-school boys and girls.

Factorial Validity of the Bem Sex-Role Inventory

1983 ◽  
Vol 56 (1) ◽  
pp. 55-58 ◽  
Author(s):  
Joseph C. Bledsoe
Keyword(s):  
Factor Analysis ◽  
Sex Role ◽  
White Female ◽  
Factorial Validity ◽  
Common Variance ◽  
Bem Sex Role Inventory ◽  
Female Teachers ◽  
Two Factors ◽  
The Common ◽  
White Female Teachers

A factor analysis of responses from 44 white female teachers to the 40-item Bern Sex-role Inventory yielded two factors, Masculinity and Femininity accounting for 20.7 and 16.2%, respectively, of the common variance. Of the 40 items 28 performed as hypothesized, suggesting sound construct validity for the total scales. 12 adjectives and phrases (gullible, flatterable, athletic, and ambitious, among others) were not perceived as associated with masculine or feminine roles, suggesting that perceptions of traditional sex roles are changing.

scholarly journals A Phenomenological Study of White Female First-, Second-, and Third-Year Teachers in Title I Schools

2020 ◽  
Author(s):  
◽  
Ashley Tiedemann
Keyword(s):  
Middle Class ◽  
Cultural Capital ◽  
Title I ◽  
Title I Schools ◽  
White Female ◽  
First Year ◽  
Female Teachers ◽  
White Middle Class ◽  
Second Year ◽  
White Female Teachers

The purpose of this study was to examine first-year experiences by interviewing second and third-year White female teachers at the beginning of their second or third year teaching, who work in Title I, K-5 schools. The overarching goal in this study was to: (a) identify similarities and differences in first and second-year teacher experiences; and, (b) identify the struggles teachers face inside and outside of the classroom. To achieve the goal of this study, the researcher used a qualitative phenomenological method. Data from this study was viewed with critical race theory, intersectionality, and cultural capital lenses. These lenses were used to identify cultural gaps, and socioeconomic differences between White, middle-class, female teachers and their students in Title I schools. Participants were white, female teachers in their second and third year of teaching at Title I, K-5 schools. Each participant was interviewed between December and March of their second or third year of teaching; therefore, each participant had worked through their entire first year of teaching at a Title I school. Each participant shared their experiences of their first and second year. White middle-class teachers were selected due to the possible differences in cultural capital and socioeconomic level between teachers and students. Additionally, White females represent 80% of teachers in the United States (Tale & Goldring, 2017). Participants at Title I schools are in more need of supports from their peers, mentors, and administration; however, most participants did not receive these supports. Due to the elevated needs of students at low-income schools, new teachers struggled to meet their needs and understand their cultural capital along with their own White privilege.

AYP Status, Urbanicity, and Sector: School-to-School Variation in Instruction

2015 ◽  
Vol 53 (5) ◽  
pp. 591-620 ◽  
Author(s):  
Laura Northrop ◽  
Sean Kelly
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Instructional Practices ◽  
Adequate Yearly Progress ◽  
Teacher Characteristics ◽  
High School Mathematics ◽  
Public And Private ◽  
Using Data ◽  
Mathematics And Science

This study investigates whether adequate yearly progress (AYP) status, locale, and sector—common variables used to judge the quality of schools—accurately signal true differences in instructional practices in high school mathematics and science. Using data from the High School Longitudinal Study (HSLS), we find the school-to-school variation in instructional practices to be minimal. Controlling for a variety of school and teacher characteristics, we find that there is no difference in the use of developmental instruction between schools that make AYP and schools that do not, urban and nonurban schools, and public and private schools.

scholarly journals Revisiting and Disrupting Uncritical Diversity Narratives Through Autoethnography and Cellphilming

2019 ◽  
Vol 12 (1) ◽  
pp. 63-76
Author(s):  
Casey Burkholder ◽  
Ashley Frawley
Keyword(s):  
Hong Kong ◽  
Teaching Practices ◽  
Video Production ◽  
White Female ◽  
Teaching Experiences ◽  
Female Teachers ◽  
Look Back ◽  
White Female Teachers ◽  
Northern Alberta

As two white female teachers, we look back on our teaching experiences in Hong Kong and Northern Alberta to disrupt problematic diversity narratives from our first classrooms. Through critical auto-ethnographic approaches and cellphilming (cellphone + video-production), we analyze our engagement with privilege within our classrooms. We found that we both promoted uncomplicated conceptions of diversity, and each engaged in what Eve Tuck (2009) has described as damaged-centered approaches—teaching practices that established, “harm or injury in order to achieve reparation” (p. 413). We see these experiences as a case study in how to look back productively to change the way we teach in the present and future toward visions of justice.

Sign in / Sign up

Export Citation Format

Share Document