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Racial/ethnic congruence was defined as the match between a school’s predominant student race/ethnicity and the teacher’s own race/ethnicity. White incongruent teachers were less qualified, while congruent vs incongruent Black and Hispanic teachers showed few qualification differences, illustrating systemic inequities in U.S. schools.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ceme-technical-report-differences-in-teacher-background-and-school-structure-by-racialethnic-congruence-between-teachers-and-students/582801/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ceme-technical-report-differences-in-teacher-background-and-school-structure-by-racialethnic-congruence-between-teachers-and-students/582801.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How is racial/ethnic congruence defined in the study?","Question",{"text":113,"@type":114},"It is defined as the match between the predominant race/ethnicity of students within a school and the teacher’s own race/ethnicity.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What data sources and sample size were used?",{"text":118,"@type":114},"Teacher data came from the 2015-2016 National Teacher and Principal Survey (NTPS), and student demographics came from the Common Core of Data (CCD). The study included 25,420 teachers across 5,500 schools.",{"name":120,"@type":111,"acceptedAnswer":121},"What qualification differences were found between congruent and incongruent teachers?",{"text":122,"@type":114},"White incongruent elementary and secondary teachers were less qualified than their congruent counterparts, while there were few differences in qualifications between congruent and incongruent Black and Hispanic teachers.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},582801,1792062343,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":36,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| CEMETR– 2021-04 APRIL 2021 | CEME\u003Cbr>Technical Report |\n| --- | --- |\n|  |  |\n| The Center for | Educational Measurement and Evaluation |\n| A PUBLICATION OF THE CENTER FOR EDUCATIONAL MEASUREMENT AND EVALUATION | Differences in Teacher Background and School Structure by Racial/Ethnic Congruence between Teachers and Students\u003Cbr>Richard G. Lambert\u003Cbr>University of North Carolina at Charlotte\u003Cbr>Christopher J. McCarthy\u003Cbr>University of Texas at Austin\u003Cbr>Jendayi B. Dillard\u003Cbr>University of Texas at Austin\u003Cbr>Paul Fitchett\u003Cbr>University of North Carolina at Charlotte\u003Cbr>Kristen C. Mosley\u003Cbr>University of Texas at Austin\u003Cbr>|\n\nDifferences in Teacher Background and School Structure by Racial / Ethnic Congruence  \nbetween Teachers and Students  \nRichard G. Lambert  \nUniversity of North Carolina at Charlotte  \nChristopher J. McCarthy  \nJendayi B. Dillard  \nUniversity of Texas at Austin  \nPaul G. Fitchett  \nUniversity of North Carolina at Charlotte  \nKristen C. Mosley  \nUniversity of Texas at Austin  \nPaper presented at the Annual Meeting of the  \nAmerican Educational Research Association  \nApril 2021  \nAbstract  \nDifferences in personal characteristics, professional qualifications, and contextual factors for congruent and incongruent Black, Hispanic, and White teachers were investigated using data from the National Teacher and Principal Survey (nteachers=25,420; nschools=5,500) . Racial/ethnic congruence was defined as the match between the predominant race/ethnicity of students within a school and the teacher’s own race/ethnicity. White incongruent elementary and secondary teachers were less qualified than their congruent counterparts. There were few differences in teacher qualifications between congruent and incongruent Black and Hispanic teachers. This study demonstrates that predominantly White schools employ more qualified teachers given the substantial differences between White congruent and incongruent teachers and thereby illustrates yet another aspect of systemic inequities in U.S. schools.  \nDifferences in Teacher Background and School Structure by Racial / Ethnic Congruence  \nbetween Teachers and Students  \nThis investigation is a subset of a larger study (Fitchett et al., 2020; Lambert et al., 2020; McCarthy et al., 2020) of the relationship between a teacher’s racial / ethnic congruence with the students in their school and occupational stress. Prior to comparing congruent and incongruent teachers on indictors of stress, the researchers sought to investigate whether teachers working in congruent and incongruent school settings are equivalent with respect to personal characteristics, professional qualifications, and contextual factors.  \nWhite children comprise less than 50% of the population of U.S. schools, but White female teachers represent approximately 80% of the U.S. teacher workforce. Black students comprise 16% of U.S. public schools, but only 7% of teachers identify as Black (Villegas et al., 2012) . Hispanics make up 20% of students and 19% of teachers (NCES, 2020) . However, more than half of U. S. students attend schools that are either 75%+ White or 75%+ students of color (EdBuild, 2019) . In schools with 75%+ White students, Black and Hispanic teachers make up 2% of the teaching staff combined, with White teachers comprising 97%(NCES, 2014) . Black and Hispanic teachers are much more likely to work in schools with high-concentrations of students from minoritized racial/ethnic backgrounds.  \nRacial/ethnic congruence refers to the match between the racial/ethnic demographics of students and the teacher’s own race/ethnicity (Grissom et al., 2015; Mueller et al., 1999; Villegas et al., 2012) . Research examining school settings where congruence exists between minority students and teachers has found positive outcomes for minority students in the areas of achievement, attendance, and satisfaction (Grissom et al., 2015; Gershenson, Holt, & Papageorge, 2016). Racial/ethnic incongruence, especially for White teach","cbCaico4C6Elyfyd","https://ap.wps.com/l/cbCaico4C6Elyfyd","pdf",214433,16,"English","# Abstract\n# Differences in Teacher Background and School Structure\n## Study subset and research purpose\n# Context: Demographics and school composition\n## Teacher and student representation\n## Congruence vs incongruence and potential demands\n# Methods\n## Data source\n## Participant eligibility and matching","[{\"question\":\"How is racial/ethnic congruence defined in the study?\",\"answer\":\"It is defined as the match between the predominant race/ethnicity of students within a school and the teacher’s own race/ethnicity.\"},{\"question\":\"What data sources and sample size were used?\",\"answer\":\"Teacher data came from the 2015-2016 National Teacher and Principal Survey (NTPS), and student demographics came from the Common Core of Data (CCD). The study included 25,420 teachers across 5,500 schools.\"},{\"question\":\"What qualification differences were found between congruent and incongruent teachers?\",\"answer\":\"White incongruent elementary and secondary teachers were less qualified than their congruent counterparts, while there were few differences in qualifications between congruent and incongruent Black and Hispanic teachers.\"}]","CEME Technical Report - Differences in Teacher Background and School Structure by Racial/Ethnic Congruence between Teachers and Students | PDF",1792044527]