Does StudentTeacher Racial/Ethnic Match Impact Black Students Discipline Risk? A Test of the Cultural Synchrony Hypothesis Chapter uri icon

abstract

  • Blake and colleagues utilize a unique panel dataset of over 900,000 students to test the Cultural Synchrony Hypothesis, which asserts that negative evaluations of Black students are influenced by media-driven stereotypes of Black adults. These stereotypes are thought to subconsciously shape educators perceptions of Black students. By examining the degree to which the faculty of a school mirrors the student bodys racial demographics, their analysis shows that the higher the studentteacher racial/ethnic congruence, the lower the risk of encountering school discipline. These findings are particularly robust for females and students of color. Given these results, they suggest a concerted effort to recruit teachers of color. Further, the authors propose professional development targeting cultural competency to prevent teachers from misperceiving the behavior of students of color.

altmetric score

  • 1

author list (cited authors)

  • Blake, J. J., Smith, D. M., Marchbanks, M. P., Seibert, A. L., Wood, S. M., & Kim, E. S.

citation count

  • 39

complete list of authors

  • Blake, Jamilia J||Smith, Danielle M||Marchbanks, Miner P||Seibert, Allison L||Wood, Steve M||Kim, Eun Sook

editor list (cited editors)

  • Skiba, R. J., Mediratta, K., & Rausch, M. K.

Book Title

  • Inequality in School Discipline

publication date

  • January 2016