Does the Match between Gender and Race of Graduate Teaching Assistants and Undergraduates Improve Student Performance in Introductory Biology?

Autor/inn/en	Lee, Star W.; Ing, Marsha
Titel	Does the Match between Gender and Race of Graduate Teaching Assistants and Undergraduates Improve Student Performance in Introductory Biology?
Quelle	In: CBE - Life Sciences Education, 19 (2020) 4, Artikel 57 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Gender Differences; Racial Differences; Ethnicity; Congruence (Psychology); Graduate Students; Teaching Assistants; College Freshmen; Hispanic American Students; First Generation College Students; Low Income Students; Public Colleges; Performance Factors; Academic Achievement; Introductory Courses; Biology; Science Laboratories; STEM Education; Disproportionate Representation; Role Models; Mentors + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Rassenunterschied; Ethnizität; Congruence; Psychology; Kongruenz; Psychologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienanfänger; Hispanic; Hispanic Americans; Hispanoamerikaner; Schüler; Schülerin; Leistungsindikator; Schulleistung; Einführungskurs; Biologie; STEM; Identifikationsfigur
Abstract	Research suggests there are potential benefits to students when taught by instructors who share the same gender and/or race/ethnicity. While underrepresented students have shown increased persistence and academic performance when they were taught by gender- and/or race/ethnicity-congruent faculty, there is little research that has explored the influence of matching for graduate student teaching assistants (GTAs). Given that science, technology, engineering, and mathematics (STEM) GTAs spend a significant amount of time with undergraduates, measurable impacts on student outcomes have the potential to contribute to the success of undergraduates who have been underrepresented in STEM fields. This study evaluated the effects on academic performance of GTA (n = 50) matching for first-year students (n = 976) in an introductory biology lab course at a Hispanic-serving institution. There was no significant difference in academic performance for students who matched with the gender, race/ethnicity, income, and first-generation status of their GTAs. Results were consistent across multiple cohorts of students, after including statistical controls for prior academic performance and other demographic characteristics and accounting for the nested structure of the data. These results suggest there is a need of supporting GTAs to develop more effective teaching practices and to consider effects of GTA matching on other outcomes. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01