Lambert, Richard
Fitchett, Paul

Faculty

1 online resource

2021

technical reports

text

Differences in personal characteristics, professional qualifications, and contextual factors for congruent and incongruent Black, Hispanic, and White teachers were investigated using data from the National Teacher and Principal Survey (nteachers=25,420; nschools=5,500). Racial/ethnic congruence was defined as the match between the predominant race/ethnicity of students within a school and the teacher’s own race/ethnicity. White incongruent elementary and secondary teachers were less qualified than their congruent counterparts. There were few differences in teacher qualifications between congruent and incongruent Black and Hispanic teachers. This study demonstrates that predominantly White schools employ more qualified teachers given the substantial differences between White congruent and incongruent teachers and thereby illustrates yet another aspect of systemic inequities in U.S. schools.

Educational evaluation
Early childhood education

CEME technical report

English

https://ceme.charlotte.edu/sites/ceme.charlotte.edu/files/media/Teacher%...

http://hdl.handle.net/20.500.13093/work:871

This item may be protected by copyright and other related rights. Atkins Library provides access to this item for educational and research purposes only; other uses require the permission of the copyright holder.