What's in a Match? Disentangling the Significance of Teacher Race/Ethnicity

Examining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress

Education Policy Analysis Archives ◽

10.14507/epaa.28.4999 ◽

2020 ◽

Vol 28 ◽

pp. 87

Author(s):

Paul G. Fitchett ◽

Jendayi Dillard ◽

Christopher J. McCarthy ◽

Richard G. Lambert ◽

Kristen Mosley

Keyword(s):

Occupational Stress ◽

Common Core ◽

Exploratory Study ◽

School Context ◽

Secondary Data ◽

Policy Implications ◽

Teacher Race ◽

Education Statistics ◽

Race Ethnicity ◽

School Workplace

Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of the schools in which they work and the extent that teacher and school race/ethnicity was associated with occupational stress. Findings indicate that teachers are more likely to work in schools with higher concentrations of students who match their own race/ethnicity. Both teacher and school race/ethnicity were unique predictors of a teacher being classified as at-risk for stress. Additional analyses suggested that teachers’ reported race/ethnicity significantly moderated the school effect association with stress risk. These findings have policy implications for how school workplace surveys are used as well as staffing and professional development considerations.

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Diminishing Barriers to the Praxis Examination in Communication Sciences and Disorders

Perspectives on Global Issues in Communication Sciences and Related Disorders ◽

10.1044/gics1.2.64 ◽

2011 ◽

Vol 1 (2) ◽

pp. 64-71

Author(s):

Luis F. Riquelme

Keyword(s):

Geographic Location ◽

The United States ◽

Success For All ◽

Speech Language Pathology ◽

Barriers To Success ◽

Call To Action ◽

Language Pathology ◽

National Certification ◽

Race Ethnicity ◽

Passing Score

Abstract Passing the Praxis Examination in speech-language pathology or audiology can be a difficult task. A passing score is the entry to a list of requirements for national certification (CCC-SLP, CCC-A) and for state licensure in the United States. This article will provide current information on the examination and address barriers to success that have been identified over the years. A call to action may serve to refocus efforts on improving access to success for all test-takers regardless of race/ethnicity, ability, or geographic location.

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