Teacher-Student Congruence and Student Achievement in Segregated Schools

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dc.contributor.advisorTurley, Ruth N.L.en_US
dc.contributor.committeeMemberBratter, Jenifer L.en_US
dc.contributor.committeeMemberCech, Erinen_US
dc.creatorChukhray, Irinaen_US
dc.date.accessioned2016-01-06T21:06:03Zen_US
dc.date.available2016-01-06T21:06:03Zen_US
dc.date.created2015-12en_US
dc.date.issued2015-10-30en_US
dc.date.submittedDecember 2015en_US
dc.date.updated2016-01-06T21:06:03Zen_US
dc.description.abstractStudents’ academic achievement is crucial to life opportunities and chances, yet minorities continue to underperform compared to whites in reading and math. One mechanism that makes a difference in student success is teachers, and especially teacher-student relationships. Since research emphasizes that feelings of social belonging positively influence student achievement, some suggest that good teacher-student relationships, potentially cultivated by sharing race (race congruence), may improve students’ achievement. This study uses data on a census of elementary and middle school students (white, Black, and Hispanic) in a large urban school district in Texas from 2009-10 through 2010-11 to investigate the potential benefits of race congruence between teachers and students on a standardized math and reading assessment. This study contributes by focusing on a heavily segregated school district. Using regression modeling to isolate the effects of congruence independent of other student and teacher characteristics, I examine race differences in any effects of congruence. The results indicate little evidence for race congruence benefiting students except for one situation: black students in reading, which may be driven by school racial composition.en_US
dc.format.mimetypeapplication/pdfen_US
dc.identifier.citationChukhray, Irina. "Teacher-Student Congruence and Student Achievement in Segregated Schools." (2015) Master’s Thesis, Rice University. <a href="https://hdl.handle.net/1911/87737">https://hdl.handle.net/1911/87737</a>.en_US
dc.identifier.urihttps://hdl.handle.net/1911/87737en_US
dc.language.isoengen_US
dc.rightsCopyright is held by the author, unless otherwise indicated. Permission to reuse, publish, or reproduce the work beyond the bounds of fair use or other exemptions to copyright law must be obtained from the copyright holder.en_US
dc.subjectcongruenceen_US
dc.subjectracial compositionen_US
dc.subjectsegregated schoolsen_US
dc.subjectraceen_US
dc.titleTeacher-Student Congruence and Student Achievement in Segregated Schoolsen_US
dc.typeThesisen_US
dc.type.materialTexten_US
thesis.degree.departmentSociologyen_US
thesis.degree.disciplineSocial Sciencesen_US
thesis.degree.grantorRice Universityen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Artsen_US
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