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Professional Staff Diversity and Student Outcomes: Extending our Understanding of Race/Ethnicity-Matching Effects in Education

Studies consistently show benefits of teacher-student race/ethnicity matching, with some suggestion that these effects are driven by role modeling. We explore this hypothesis by examining effects on the educational outcomes of Black and Hispanic students for exposure to same-race/ethnicity professional staff (e.g., administrators, counselors), with whom students interact less frequently and directly than with their teachers. Exploiting within-student and within-school variation in statewide data from Maryland, we find that increased shares of same-race/ethnicity professionals results in increased test scores, and decreased suspensions and absences for Black and Hispanic students. We also find that exposure to non-White school staff leads to improved outcomes for these students, whether or not they are from the same racial/ethnic group.

Keywords
race/ethnicity matching, teachers, school professional staff
Education level
Document Object Identifier (DOI)
10.26300/bz9t-7640

EdWorkingPaper suggested citation:

Blazar, David, and Francisco Lagos. (). Professional Staff Diversity and Student Outcomes: Extending our Understanding of Race/Ethnicity-Matching Effects in Education. (EdWorkingPaper: 21-500). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/bz9t-7640

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