@article{39e0ccdd3773468aa0f2bd9e60f67b2c,
title = "Bias or Empathy in Universal Screening? The Effect of Teacher–Student Racial Matching on Teacher Perceptions of Student Behavior",
abstract = "This study uses linear probability models with student and teacher fixed effects to assess whether the racial match between teachers and students affects “at-risk” ratings on a teacher-completed universal screener of student internalizing and externalizing behavior. The data are from a large, urban California school district. I find that Asian and Black teachers are more likely to rate their same-race students “at-risk” for internalizing behavior compared with how the same Asian and Black students would be rated by White teachers. These findings have implications for policy and practice aimed at enhancing universal screening for externalizing and internalizing behavior.",
author = "Weathers, {Ericka S.}",
note = "Funding Information: https://orcid.org/0000-0002-9008-0838 Weathers Ericka S. 1 1 The Pennsylvania State University, University Park, USA Ericka S. Weathers, The Pennsylvania State University, 300 Rackley Building, University Park, PA 16802, USA. Email: eweathers@psu.edu 12 2019 0042085919873691 {\textcopyright} The Author(s) 2019 2019 SAGE Publications This study uses linear probability models with student and teacher fixed effects to assess whether the racial match between teachers and students affects “at-risk” ratings on a teacher-completed universal screener of student internalizing and externalizing behavior. The data are from a large, urban California school district. I find that Asian and Black teachers are more likely to rate their same-race students “at-risk” for internalizing behavior compared with how the same Asian and Black students would be rated by White teachers. These findings have implications for policy and practice aimed at enhancing universal screening for externalizing and internalizing behavior. race identity urban school district teacher perceptions student behavior u.s. department of education https://doi.org/10.13039/100000138 R305B090016 edited-state corrected-proof typesetter ts1 The author thank Sean Reardon and Tom Dee for their valuable feedback on earlier versions of this article. Author{\textquoteright}s Note Student-level district data were used for this study. The study district has requested to remain anonymous. This anonymity in combination with the use of restricted access student-level data prevents me from making these data publicly accessible. Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported in part by the Institute of Education Sciences (IES), U.S. Department of Education, through Grant R305B090016 to Stanford University. The opinions expressed are those of the author and do not necessarily represent views of the Institute or the U.S. Department of Education. ORCID iD Ericka S. Weathers https://orcid.org/0000-0002-9008-0838 Publisher Copyright: {\textcopyright} The Author(s) 2019.",
year = "2023",
month = mar,
doi = "10.1177/0042085919873691",
language = "English (US)",
volume = "58",
pages = "427--456",
journal = "Urban Education",
issn = "0042-0859",
publisher = "SAGE Publications Inc.",
number = "3",
}