Teacher-Student Congruence and Student Achievement in Segregated Schools

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dc.contributor.advisorTurley, Ruth N.L.
dc.contributor.committeeMemberBratter, Jenifer L.
dc.contributor.committeeMemberCech, Erin
dc.creatorChukhray, Irina
dc.date.accessioned2016-01-06T21:06:03Z
dc.date.available2016-01-06T21:06:03Z
dc.date.created2015-12
dc.date.issued2015-10-30
dc.date.submittedDecember 2015
dc.date.updated2016-01-06T21:06:03Z
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.
dc.format.mimetypeapplication/pdf
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>.
dc.identifier.urihttps://hdl.handle.net/1911/87737
dc.language.isoeng
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.
dc.subjectcongruence
dc.subjectracial composition
dc.subjectsegregated schools
dc.subjectrace
dc.titleTeacher-Student Congruence and Student Achievement in Segregated Schools
dc.typeThesis
dc.type.materialText
thesis.degree.departmentSociology
thesis.degree.disciplineSocial Sciences
thesis.degree.grantorRice University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts
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