A Classroom Observer Like Me: The Effects of Race-Congruence and Gender-Congruence between Teachers and Raters on Observation Scores

Autor/in	Chi, Olivia L.
Titel	A Classroom Observer Like Me: The Effects of Race-Congruence and Gender-Congruence between Teachers and Raters on Observation Scores
Quelle	In: Education Finance and Policy, 18 (2023) 3, S.442-466 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Observation; Racial Differences; Gender Differences; Diversity (Faculty); Teacher Administrator Relationship; Evaluators; Teacher Evaluation + Suchen Sie Ihr Suchwort? Beobachtung; Rassenunterschied; Geschlechterkonflikt; Teacher appraisal; Lehrerbeurteilung
Abstract	State and local education agencies across the country are prioritizing the goal of diversifying the teacher workforce. To further understand the challenges of diversifying the teacher pipeline, I investigate race and gender dynamics between teachers and school-based administrators, who are key decision makers in hiring, evaluating, and retaining teachers. I use longitudinal data from a large school district in the southeastern United States to examine the effects of race-congruence and gender-congruence between teachers and observers/administrators on teachers' observation scores. Using models with two-way fixed effects, I find that teachers, on average, experience small positive increases in their scores from sharing race or gender with their observers, raising fairness concerns for teachers whose race or gender identities are not reflected by any of their raters. (As Provided).
Anmerkungen	MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01