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

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  • Danielle N. Atkins
  • Angela R. Fertig
  • Vicky M. Wilkins

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.

Suggested Citation

  • Danielle N. Atkins & Angela R. Fertig & Vicky M. Wilkins, 2014. "Connectedness and Expectations: How minority teachers can improve educational outcomes for minority students," Public Management Review, Taylor & Francis Journals, vol. 16(4), pages 503-526, May.
    • Handle: RePEc:taf:pubmgr:v:16:y:2014:i:4:p:503-526
    DOI: 10.1080/14719037.2013.841981
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    Cited by:

    1. Cohen, Aviv, 2019. "From ideological tensions to pedagogical solutions: Narratives of Israeli arab-palestinian civics teachers," International Journal of Educational Development, Elsevier, vol. 68(C), pages 96-104.
    2. Jesse Campbell, 2021. "Representative Bureaucracy, Immigrants, And Trust In Government: A Cross-National Study," Public administration issues, Higher School of Economics, issue 6, pages 7-23.

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