Teaching Ethnic-Specific Coursework: Practical Suggestions for Promoting Diversity, Equity, and Inclusion Within the Classroom

Background: Access to professors willing and trained to teach courses related to specific ethnic groups may be difficult for many universities to provide. This may partially explain why many psychology departments do not offer undergraduate courses that focus on the unique perspectives of specific ethnic groups. Objective: This study offers practical suggestions for instructors in promoting inclusivity within the classroom detailed though perceptions of students. Method: Focus groups were conducted with 27 students within four ethnic-specific courses. Focus groups were divided into comparison groups: 1) those that ethnically matched the course material and 2) those that did not. Results: Ethnic-specific coursework provides space to address systemic issues. Implications from ethnic matching, inclusion efforts within the classroom, and building a class community are discussed. Conclusions: Diversity, equity, and inclusion efforts are supported when departments offer ethnic-specific courses. The trust and communication with students are improved by constructing effective course frameworks. Teaching Implications: We inform the development and implementation of ethnic-specific psychology courses by highlighting practical considerations for instructors of varying ethnic backgrounds. Instructors from varied backgrounds can effectively teach these courses but having applied experiences and research related to specific ethnic groups is essential in developing trust and communication with students.

Contextualized Effects of Racial/Ethnic Matching Between Students and Teachers in Urban, Suburban, and Rural High Schools

Background/Context Policy makers and scholars have long called for the large-scale recruitment of teachers of color, partly based on evidence highlighting the positive effects of racial/ethnic matching between students and teachers of color on various student experiences and achievements. A more nuanced understanding of racial/ethnic matching effects moderated by contextual factors may help policy makers’ and administrators’ assignment decisions on how to consider student and teacher race/ethnicity. Purpose/Objective/Research Question This study examined the contextualized effects of racial/ethnic matching between high school students and teachers, focusing on the urbanicity of schools in the United States, by asking two main research questions: (1) What are the associations between the racial/ethnic matching of students and teachers, and students’ math achievement and self-efficacy in the United States overall? (2) What are the associations among racial/ethnic matching, math achievement, and math self-efficacy in urban schools, and do these patterns differ for suburban and rural schools? Research Design This study used restricted-use national longitudinal data provided by the NCES High School Longitudinal Study of 2009. A strategy of disaggregating data by schools’ urbanicity and three separate analyses with fixed-effect models for each urbanicity (urban, suburban, and rural) was followed to capture the variations across different schools’ urbanicity and to obtain unbiased estimates of racial/ethnic matching effects. Findings/Results Relatively lower percentages of Black, Hispanic, and Asian students were matched with their same-race/ethnicity math teachers compared with White students in all communities. This study found no supporting evidence for positive associations between racial/ethnic matching and math achievement scores and self-efficacy without considering urbanicity. Within the context of urbanicity, positive associations for math achievement were mainly found in the racial/ethnic matching of Black and Asian students taught by same-race/ethnicity teachers in suburban schools. Conversely, the racial/ethnic matching among Asian students and teachers in rural schools was significantly and negatively associated with both math achievement and self-efficacy. Conclusions/Recommendations By focusing specifically on schools’ urbanicity contexts, policy makers and education leaders should consider the relatively lower percentage of racial/ethnic matching between Black students and teachers in urban and suburban schools, and Hispanic students and teachers in urban and rural schools. As rural Asian populations grow and diversify, Asian teachers from diverse cultural backgrounds are urgently needed in these communities. Contextualized policy solutions that consider school environments and cultural differences and that challenge the one-size-fits-all approach will ultimately better address the specific and diverse needs of students of color living in different communities across the United States.

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

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.

Matching in Housing Markets: The Role of Ethnic Social Networks

This paper investigates the role of ethnic matching between buyers and sellers in Singapore’s public housing market. We find that sellers sell homes in blocks with a high concentration of their own (other) ethnic group(s) at significant premiums (discounts). Chinese sellers earn 1.7% higher premiums when selling homes to Chinese buyers in high Chinese concentrations housing blocks, but Malay sellers accept 1.6% discounts from Malay buyers in the same blocks. We find that the high volume of within-ethnicity transactions with the price discounts is supported by the ethnic social networks, that is, through ethnicity-specialized real estate agents. Received May 3, 2017; editorial decision July 4, 2018 by Editor Stijn Van Nieuwerburgh.

Ethical problems with ethnic matching in gamete donation

Assisted reproduction using donor gametes is a procedure that allows those who are unable to produce their own gametes to achieve gestational parenthood. Where conception is achieved using donor sperm, the child lacks a genetic link to the intended father. Where it is achieved using a donor egg, the child lacks a genetic link to the intended mother. To address this lack of genetic kinship, some fertility clinics engage in the practice of matching the ethnicity of the gamete donor to that of the recipient parent. The intended result is for the child to have the phenotypic characteristics of the recipient parents. This paper examines the philosophical and ethical problems raised by the policy of ethnic matching in gamete donation. I consider arguments for the provision of ethnic matching based on maximising physical resemblance and fostering ethnic identity development. I then consider an argument against ethnic matching based on the charge of racialism. I conclude that while the practice of ethnic matching in gamete donation could promote positive ethnic identity development in donor-conceived children from historically subjugated ethnic minorities, it also risks endorsing the problematic societal attitudes and assumptions regarding ethnicity that enabled such subjugation in the first place.