Understanding the Relationship Between Student-Teacher Ethnoracial Match and College Enrollment and Persistence in New York City
Background
Limited evidence exists on whether having a teacher of the same race or ethnicity or a teacher of color in particular high school courses (e.g., English, math, science) predicts college course-taking and major in the related discipline. The potential relationship between student-teacher demographic match and college outcomes is particularly important to examine in two areas: first, in advanced course-taking (i.e., Advanced Placement (AP) and dual enrollment courses (DE)), and second, in the STEM disciplines. Teachers could impact students’ college outcomes through a variety of mechanisms. High school teachers serve numerous functions for students. In their primary role, they impart academic content to students and also serve as mentors to students. Of particular relevance to this study, however, is teachers’ provision of information on postsecondary options to students in their subject areas. Given the underrepresentation of students of color in STEM majors and careers, this study will explore the extent of STEM course taking, course-completion rates, and the relationships between these outcomes for college students and demographic matching with their STEM teachers in high school.
Research Questions
- Is demographic matching of teachers and students in advanced placement and dual enrollment high school courses in New York City associated with participation and success in courses within that discipline in college?
- Is demographic matching of teachers and students in high school STEM courses in New York City associated with student participation and success in STEM courses in college?
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Does the relationship between college STEM outcomes and demographic matching of teachers and students in high school STEM courses in New York City differ for students who were in advanced courses (advanced placement and dual enrollment), compared to those taking other types of courses?