Document Type
Article
Publication Date
2023
Abstract
Drawing on prior research, this study applies an intersectional framework to investigate discrimination in the context of teacher–student relationships and its influence on students’ academic outcomes. Outcomes assessed were inclusive of self-efficacy, school attendance, and grade point average (GPA). For this analysis, structural equation modeling was used with a cross-sectional sample of the Maryland and Adolescent Development in Context Study (MADICS) and the youth self-administered (YSA) questionnaires administered when the youth were in 8th grade (Wave 3). A total of 1182 students completed the survey, of whom 704 were selected for this study. Findings show teacher discrimination as a mechanism to uncover some of the ways race, gender, and income simultaneously intersect to affect students’ academic outcomes. The current study confirms and extends prior work establishing associations among race, gender, income, and teacher discrimination and academic outcomes among African American youth. African American students, especially males, regardless of income levels, may benefit directly—evidenced in visible academic performance—from more positive and race-conscious interactions with teachers. Future implications for practice are shared.
DOI
https://doi.org/10.3390/educsci13040387
Recommended Citation
Kyere, Eric; Hong, Saahoon; and Gentle-Genitty, Carolyn, "Mediational Effect of Teacher-Based Discrimination on Academic Performance: An Intersectional Analysis of Race, Gender, and Income/Class" (2023). Founder’s College - Scholarship and Professional Work. 2.
https://digitalcommons.butler.edu/founders_scholarship/2
Comments
This is an open-access article distributed under the terms of the Creative Commons Attribution License 4.0. This article was originally published in Education Sciences, 2023, Volume 13. The original publication can be found here.