Title:
Teacher factors affecting the academic achievement, advanced course enrollment in high school science and mathematics classes and pursuit of science, technology, engineering, and mathematics college majors of students of color
Author:
Karla Barrow
Thesis Advisor:
Debra Franklin
Committee Member:
Mark J. Fenster
Committee Member:
Maisha Gillins
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2024
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
Studies have shown that teachers play an important role in the academic success of students (Cherng, 2017; Gershenson, et al.,2016; Ready and Wright, 2011). Scholars have also proposed that teachers may be more inclined to perceive students of color as facing greater challenges in their classes compared to White students in the same course (Cherng, 2017; Ready and Wright, 2011; Reigle-Crumb and Humphries, 2012). This study examined how teacher factors (beliefs, expectations, fairness, standards, encouragement, values/listening, and working hard), and student-teacher racial congruency affected the placement of high school students of color in advanced courses (AP/IB/dual enrollment), academic achievement (GPA) in mathematics and science classes, and the first choice of a STEM college major. Data from multiple waves of the High School Longitudinal Study of 2009 (HSLS:09) were used in this study, specifically focusing on students of color. Multiple regression analyses were conducted to investigate the relationship among the various predictors. The findings from this study provided evidence that teachers, particularly in mathematics and science, positively impact student academic outcomes by fostering challenging yet supportive environments where students are actively encouraged, valued/listened to, and treated fairly and where high standards and expectations for learning are the norm. Racial disparities were evident, as Asian students generally outperformed their peers, while Black and Latino students faced challenges, particularly in academic performance and access to advanced coursework. There were variations in student academic outcomes based on teacher race, specifically among students having Asian, Black, Latino, or multiracial teachers. Findings from this study could direct future research exploring ways to support teachers in creating more inclusive and supportive educational environments, and further underscores the importance of recruiting and retaining a diverse teacher workforce, which could assist with closing the achievement gap that exists for some students of color.
Subject:
Electronic dissertations
Degree:
Doctor of Philosophy
Level:
Doctoral
Discipline:
Instructional Leadership for Changing Populations
Restrictions on Access:
Author has given permission to make this work available online.
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Identifier:
BarrowK-24
