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Do Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988

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dc.contributor.authorEhrenberg, Ronald G.
dc.contributor.authorGoldhaber, Daniel D.
dc.contributor.authorBrewer, Dominic J.
dc.date.accessioned2020-11-17T17:19:47Z
dc.date.available2020-11-17T17:19:47Z
dc.date.issued1995-04-01
dc.description.abstractUsing data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than did white male teachers.
dc.description.legacydownloadsEhrenberg70_Do_Teachers_Race_Gender_and_Ethnicity_matter.pdf: 3552 downloads, before Oct. 1, 2020.
dc.identifier.other3140694
dc.identifier.urihttps://hdl.handle.net/1813/75477
dc.language.isoen_US
dc.rightsRequired Publisher Statement: © Cornell University. Reprinted with permission. All rights reserved.
dc.subjecteducation
dc.subjectrace
dc.subjectgender
dc.subjectethnicity
dc.subjectfaculty
dc.subjecttest scores
dc.subjectperformance
dc.titleDo Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988
dc.typearticle
local.authorAffiliationEhrenberg, Ronald G.: rge2@cornell.edu Cornell University
local.authorAffiliationGoldhaber, Daniel D.: RAND Corporation
local.authorAffiliationBrewer, Dominic J.: RAND Corporation

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