Investigating the Relationship between Student Race and Academic Expectations among High School Counselors and Teachers

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Saunders, R. (2020). Investigating the Relationship between Student Race and Academic Expectations among High School Counselors and Teachers. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The enrollment of racial and ethnically diverse students has increased over the years, with nearly half of all students enrolled in K-12 schools identifying as students of color (U.S. Census, 2018). Given the increase in student racial diversity throughout public schools in the U.S., a need for multicultural understanding and acceptance is becoming increasingly critical for both students and staff (Banks, 2008). The academic racial disparities and the negative outcomes of racism in schools highlight the need to explore the implicit biases of the educators working directly with students (Freudenberg & Ruglis, 2007; Rumberger & Losen, 2016; Trent, Dooley, & Douge, 2019). Unfortunately, current literature indicates that school counselors (Akos & Kretchmar, 2016; Corwin et al., 2004) and teachers (Hope, Skoogs, & Jagers, 2014; Saft & Pianta, 2001) often possess negative biases towards students of color. These race-related biases can further add to existing achievement gaps (Suttie, 2016). Therefore, the purpose of this study was to examine and compare teachers’ and school counselors’ academic expectations towards students of color, specifically male students of color. The researcher used a true experimental design to assess the impact of student race and professional role on participants’ (N = 88) academic expectations. I analyzed data using a 2 x 3 factorial analysis of variance, and results indicated no statistical difference between student race and academic expectations (F = .270, p > .05) or between professional role and academic expectations (F = .077, p > .05). I discuss the implications of these findings for teachers, school counselors, and researchers studying implicit bias in both fields.

Details
Author

Saunders, Rachel

Title

Investigating the Relationship between Student Race and Academic Expectations among High School Counselors and Teachers

Physical Description

1 online resource (125 pages) : PDF

Date

2020

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The enrollment of racial and ethnically diverse students has increased over the years, with nearly half of all students enrolled in K-12 schools identifying as students of color (U.S. Census, 2018). Given the increase in student racial diversity throughout public schools in the U.S., a need for multicultural understanding and acceptance is becoming increasingly critical for both students and staff (Banks, 2008). The academic racial disparities and the negative outcomes of racism in schools highlight the need to explore the implicit biases of the educators working directly with students (Freudenberg & Ruglis, 2007; Rumberger & Losen, 2016; Trent, Dooley, & Douge, 2019). Unfortunately, current literature indicates that school counselors (Akos & Kretchmar, 2016; Corwin et al., 2004) and teachers (Hope, Skoogs, & Jagers, 2014; Saft & Pianta, 2001) often possess negative biases towards students of color. These race-related biases can further add to existing achievement gaps (Suttie, 2016). Therefore, the purpose of this study was to examine and compare teachers’ and school counselors’ academic expectations towards students of color, specifically male students of color. The researcher used a true experimental design to assess the impact of student race and professional role on participants’ (N = 88) academic expectations. I analyzed data using a 2 x 3 factorial analysis of variance, and results indicated no statistical difference between student race and academic expectations (F = .270, p > .05) or between professional role and academic expectations (F = .077, p > .05). I discuss the implications of these findings for teachers, school counselors, and researchers studying implicit bias in both fields.

Genre

doctoral dissertations

Subjects--Topics

Educational counseling

Degree

Ph.D.

Keywords

Implicit Biases
Multiculturalism
School Counselors
Teachers

Subject Area

Counseling

Advisor(s)

Merlin-Knoblich, Clare

Committee Members

Merlin-Knoblich, Clare
Parikh-Foxx, Sejal
Abrams, Lyndon
Lim, Jae Hoon
Flowers, Claudia

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2020.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Saunders_uncc_0694D_12502

Permalink

http://hdl.handle.net/20.500.13093/etd:2630