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Spillover Effects at School: How Black Teachers affect their White Peers’ Racial Competency

Author

Listed:
  • Seth Gershenson
  • Constance A. Lindsay
  • Nicholas W. Papageorge
  • Romaine A. Campbell
  • Jessica H. Rendon

Abstract

Do white teachers learn racial competency from their Black peers? We answer this question using a mixed-methods approach. Longitudinal administrative data from North Carolina show that having a Black same-grade peer significantly improves the achievement and reduces the suspension rates of white teachers’ Black students. Open-ended interviews of North Carolina public school teachers reaffirm these findings. Broadly, our findings suggest that the positive impact of Black teachers’ ability to successfully teach Black students is not limited to their direct interaction with Black students but is augmented by spillover effects on early-career white teachers, likely through peer learning.

Suggested Citation

  • Seth Gershenson & Constance A. Lindsay & Nicholas W. Papageorge & Romaine A. Campbell & Jessica H. Rendon, 2023. "Spillover Effects at School: How Black Teachers affect their White Peers’ Racial Competency," NBER Working Papers 31847, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:31847
    Note: AG ED
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    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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