Ratings in Black and White: Does racial symmetry or asymmetry influence teacher assessment of a pupil's work habits?

Yoshimitsu Takei, Roger C. Shouse

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Racial asymmetry, the circumstance of having a teacher's race differ from that of his or her student's race, is often considered important because most Black students are taught by White teachers. This paper analyzes data from a nationally representative sample of students and teachers to ascertain the extent to which Black and White teachers differ in their evaluations of the work habits of their Black pupils. Unlike most other investigations on this topic, we explored the likelihood that subject matter and school demographics influence teacher-student relationships beyond the more visible factors of racial symmetry or asymmetry. Our analyses of NELS: 88 data using this framework reveal an inconsistent racial effect on teachers' evaluations of Black students. The ratings of African American pupils by both Black and White teachers seem to be influenced by both the academic subject they teach and the demographic characteristic of the school. We discuss these findings and suggest avenues for further study.

Original languageEnglish (US)
Pages (from-to)367-387
Number of pages21
JournalSocial Psychology of Education
Volume11
Issue number4
DOIs
StatePublished - Nov 1 2008

Fingerprint

work habits
Pupil
asymmetry
Habits
pupil
rating
Students
teacher
Demography
student
African Americans
evaluation
school
student teacher
hydroquinone

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

@article{7a3274e2a56c4619a2c18c0839fc5f5b,
title = "Ratings in Black and White: Does racial symmetry or asymmetry influence teacher assessment of a pupil's work habits?",
abstract = "Racial asymmetry, the circumstance of having a teacher's race differ from that of his or her student's race, is often considered important because most Black students are taught by White teachers. This paper analyzes data from a nationally representative sample of students and teachers to ascertain the extent to which Black and White teachers differ in their evaluations of the work habits of their Black pupils. Unlike most other investigations on this topic, we explored the likelihood that subject matter and school demographics influence teacher-student relationships beyond the more visible factors of racial symmetry or asymmetry. Our analyses of NELS: 88 data using this framework reveal an inconsistent racial effect on teachers' evaluations of Black students. The ratings of African American pupils by both Black and White teachers seem to be influenced by both the academic subject they teach and the demographic characteristic of the school. We discuss these findings and suggest avenues for further study.",
author = "Yoshimitsu Takei and Shouse, {Roger C.}",
year = "2008",
month = "11",
day = "1",
doi = "10.1007/s11218-008-9064-0",
language = "English (US)",
volume = "11",
pages = "367--387",
journal = "Social Psychology of Education",
issn = "1381-2890",
publisher = "Springer Netherlands",
number = "4",

}

Ratings in Black and White : Does racial symmetry or asymmetry influence teacher assessment of a pupil's work habits? / Takei, Yoshimitsu; Shouse, Roger C.

In: Social Psychology of Education, Vol. 11, No. 4, 01.11.2008, p. 367-387.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Ratings in Black and White

T2 - Does racial symmetry or asymmetry influence teacher assessment of a pupil's work habits?

AU - Takei, Yoshimitsu

AU - Shouse, Roger C.

PY - 2008/11/1

Y1 - 2008/11/1

N2 - Racial asymmetry, the circumstance of having a teacher's race differ from that of his or her student's race, is often considered important because most Black students are taught by White teachers. This paper analyzes data from a nationally representative sample of students and teachers to ascertain the extent to which Black and White teachers differ in their evaluations of the work habits of their Black pupils. Unlike most other investigations on this topic, we explored the likelihood that subject matter and school demographics influence teacher-student relationships beyond the more visible factors of racial symmetry or asymmetry. Our analyses of NELS: 88 data using this framework reveal an inconsistent racial effect on teachers' evaluations of Black students. The ratings of African American pupils by both Black and White teachers seem to be influenced by both the academic subject they teach and the demographic characteristic of the school. We discuss these findings and suggest avenues for further study.

AB - Racial asymmetry, the circumstance of having a teacher's race differ from that of his or her student's race, is often considered important because most Black students are taught by White teachers. This paper analyzes data from a nationally representative sample of students and teachers to ascertain the extent to which Black and White teachers differ in their evaluations of the work habits of their Black pupils. Unlike most other investigations on this topic, we explored the likelihood that subject matter and school demographics influence teacher-student relationships beyond the more visible factors of racial symmetry or asymmetry. Our analyses of NELS: 88 data using this framework reveal an inconsistent racial effect on teachers' evaluations of Black students. The ratings of African American pupils by both Black and White teachers seem to be influenced by both the academic subject they teach and the demographic characteristic of the school. We discuss these findings and suggest avenues for further study.

UR - http://www.scopus.com/inward/record.url?scp=54149117619&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=54149117619&partnerID=8YFLogxK

U2 - 10.1007/s11218-008-9064-0

DO - 10.1007/s11218-008-9064-0

M3 - Article

AN - SCOPUS:54149117619

VL - 11

SP - 367

EP - 387

JO - Social Psychology of Education

JF - Social Psychology of Education

SN - 1381-2890

IS - 4

ER -