Connectedness and Expectations: How minority teachers can improve educational outcomes for minority students

D.N. Atkins, A.R. Fertig, V.M. Wilkins

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Research in the field of representative bureaucracy provides evidence that the presence of minority teachers can improve educational outcomes for minority students. We test two possible mechanisms by examining if the presence of minority teachers increases how 'connected' minority students feel to their school and the student's educational aspirations. Previous research has established a strong link between both of these factors and educational and non-educational outcomes. We find that increasing representation of African American and Latino/a teachers increases educational expectations for African American students, while increasing representation of Latino/a teachers increases school connectedness and educational expectations for Latino/a students. © 2014 Copyright Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)503-526
Number of pages24
JournalPublic Management Review
Volume16
Issue number4
DOIs
StatePublished - 2014

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Students
Connectedness
Education
Minorities
Latinos
African Americans

Bibliographical note

Cited By :7

Export Date: 26 December 2018

Correspondence Address: Atkins, D. N.; Department of Political Science, University of Tennessee, Knoxville, TN, United States; email: datkins1@utk.edu

Keywords

  • expectations
  • Representation
  • school connectedness
  • street-level bureaucrat

Cite this

Connectedness and Expectations: How minority teachers can improve educational outcomes for minority students. / Atkins, D.N.; Fertig, A.R.; Wilkins, V.M.

In: Public Management Review, Vol. 16, No. 4, 2014, p. 503-526.

Research output: Contribution to journalArticle

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