The Effects of Student-Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence from New York City. EdWorkingPaper No. 21-475

Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: [email protected]; Web site: http://www.annenberginstitute.org

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Walton Family Foundation
Chan Zuckerberg Initiative
William T. Grant Foundation

Minority Group Students; African American Students; Hispanic American Students; Asian American Students; Urban Schools; Minority Group Teachers; Racial Composition; Suspension; Diversity (Faculty); Racial Differences; Student Behavior; Discipline; Racial Bias; White Students; Teacher Influence; School Policy; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; At Risk Students; Effect Size; Ethnicity; Student Characteristics; Teacher Characteristics

Although Black and Latinx students disproportionately face exclusionary school discipline, prior research finds that the likelihood of suspension for Black students decreases when they are taught by greater proportions of Black teachers. Little prior work, however, has examined whether these effects generalize to large, diverse, urban school districts or to Asian American or Latinx students and teachers. Using student fixed effects models and 10 years of data from New York City, we find that assignment to greater proportions of ethnoracially matched teachers decreases the likelihood of suspension for Black, Latinx, and Asian American students. The magnitudes of these effects are small but suggest that diversifying the teacher workforce could lead to significant decreases in exclusionary discipline in urban districts.

As Provided

2022

ED616750