White math teachers treat students differently in predominantly black schools

White math teachers in predominantly black middle schools are more likely to respond negatively to students’ behavioral or academic issues – and this may have long-term negative consequences for student performance, according to a new study that highlights the need to recruit more black teachers. The study, published recently in Harvard Educational Review, observed video data collected from 2009-2011 of 25 mathematics classrooms in middle schools that were either predominantly white or black.

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