Spillover Effects at School. How Black Teachers affect their White Peers' Racial Competency.

Autor/inn/en	Gershenson, Seth; Lindsay, Constance A.; Papageorge, Nicholas W.; Campbell, Romaine A.; Rendon, Jessica H.
Institution	National Bureau of Economic Research
Titel	Spillover Effects at School. How Black Teachers affect their White Peers' Racial Competency.
Quelle	Cambridge, Mass: National Bureau of Economic Research (2023) PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	NBER working paper series. w31847
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
DOI	10.3386/w31847
Schlagwörter	Lehrer; Schüler; Soziale Kompetenz; Diskriminierung; Arbeitspapier; Ethnische Gruppe; Afroamerikaner; Weißer; North Carolina
Abstract	Do white teachers learn racial competency from their Black peers? We answer this question using a mixed-methods approach. Longitudinal administrative data from North Carolina show that having a Black same-grade peer significantly improves the achievement and reduces the suspension rates of white teachers' Black students. Open-ended interviews of North Carolina public school teachers reaffirm these findings. Broadly, our findings suggest that the positive impact of Black teachers' ability to successfully teach Black students is not limited to their direct interaction with Black students but is augmented by spillover effects on early-career white teachers, likely through peer learning.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2024/1