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Cherng/Halpin&Abdullah/Henry (Abdullah (Teachers of color/ different…

- - - - This article attempts to look at how home environments, personal attitudes, individual biases, and myths limit the effectiveness of white pre-service teachers in such a way as it may resemble a disadvantage, a type of professional disadvantage we come to call white disadvantage. (pg.34)
  - - - "Among the perspectives heard in the classroom and at the heart of this study was the idea that the pre=service teachers' material wealth came from their faith in God and a strong work ethnic, thereby equating the service learning schools' obviously poor community as lacking faith and lack a culture of hard work." (Abdullah, 38)
- - - - “Scholars have argued that positive student-teacher race matching effects may be explained in part by students having more favorable perceptions of minority teachers. Prior work has found that student perceptions of teachers are an important ingredient in academic success (Midgley et al., 1989; Teven & McCroskey, 1997)” (Cherng 2).
    - - A common explanation of why the demographic divide is so concerning is that minority students have more favorable perceptions of minority teachers (Auerbach, 2007; Quiocho & Rios, 2000; Shipp, 1999). (pg.1)
  - - - “Using a unique data set of over 50,000 adolescent student reports on 1,680 classroom teachers, we set off to address a gap in empirical knowledge: Do students’ perceptions of teachers vary by the race/ ethnicity of teachers? Our results show that yes, perceptions do vary. Specifically, we find consistent evidence that students have more positive ratings of Latino and Black teachers than White teachers after controlling for student demographic and academic characteris- tics, other teacher characteristics, work conditions, and teacher effi- cacy” (Cherng 6).
        
        “The present research has a number of important limitations. Although the MET study contains one of the largest student and teacher samples across geographic areas, it only focuses on urban school districts and not other areas. Therefore, the results are not statistically generalizable to the population of the United States; however, given that the concentration of minority youth and the demographic divides between teachers and students are often greatest in urban areas, results from this study can still inform policymakers. Even with the large number of teachers in the MET study sample, we are still only able to race-match Black, White, and Latino student-teacher dyads given the limited number and collapsed racial/ethnic category for teachers” (Cherng 10).
  - - - In particular, research using the National Education Longitudinal Study of 1988 (NELS:88) found that teachers perceive Black students as putting in less effort for good grades and as being less attentive in class compared to their White peers (Ainsworth-Darnell & Downey, 1998; Downey & AinsworthDarnell, 2002). (pg.2)