“Recent news coverage has drawn public attention to a persistent demographic pattern: An overwhelmingly White teaching force is working with a majority non-White student population (Berchini, 2015; Strauss, 2015). This gap is long-standing, and one article declares that “the race gap among teachers is not likely to be closed anytime soon” (Rich, 2015). The problem is particularly acute in urban school districts. For example, in New York City, over 85% of public school students are racial/ethnic minorities, but only 40% of teachers are non-White—a difference of 45 percentage points (New York City Department of Education, 2015). Nationwide, a total of 34 states have a demographic divide of 20 percentage points or greater, and the gap appears to be increasing (Boser, 2014)” (Cherng 1).
“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).