Author ORCID Identifier
Jennifer Darling-Aduana: https://orcid.org/0000-0002-7940-5662
Document Type
Article
Publication Date
2021
Abstract
Students belonging to marginalized groups experience positive impacts when taught by a teacher of the same race, ethnicity, and gender. The unique nature of standardized, asynchronous online course taking allows for greater separation of any possible educational benefits of student versus teacher-driven mechanisms contributing to these improved outcomes. Using a student-bycourse fixed effect strategy on data from a large urban school district, I examined associations between whether students experienced racial/ethnic or gender congruence with their remote instructor and both engagement and learning outcomes. Students who identified as Black demonstrated higher rates of engagement, although no difference in achievement, within lessons taught by a same-race remote instructor. I find that representation is associated with engagement even when instructors follow closely scripted lessons, representation occurs in only small doses, and instruction occurs in an impersonal setting.
DOI
10.1177/23328584211018719
Recommended Citation
Darling-Aduana, Jennifer, "A remote instructor like me: Student-teacher congruence in online, high school courses" (2021). Learning Sciences Faculty Publications. 50.
doi: 10.1177/23328584211018719
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Comments
Previously published in AERA Open: Darling-Aduana, J. (2021). A remote instructor like me: Student-teacher congruence in online, high school courses. AERA Open, 7. doi:10.1177/23328584211018719