Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/228207
Title: THE EFFECT OF SHARING A TEACHER’S NATIVE LANGUAGE ON TEACHERS’ PERCEPTIONS OF STUDENTS’ BEHAVIOUR AND STUDENT’S LEVEL OF INTEREST IN SCHOOL.
Authors: GARY PHNG WEI GUANG
Keywords: Educational economics
Native language matching
Race and native language matching
Teacher’s perceptionStudent’s interest
Student fixed effects
Issue Date: 1-Nov-2021
Citation: GARY PHNG WEI GUANG (2021-11-01). THE EFFECT OF SHARING A TEACHER’S NATIVE LANGUAGE ON TEACHERS’ PERCEPTIONS OF STUDENTS’ BEHAVIOUR AND STUDENT’S LEVEL OF INTEREST IN SCHOOL.. ScholarBank@NUS Repository.
Abstract: This paper explores the effect of linguistically congruent teachers on teachers’ perception of students and students’ interest towards school. The paper also studies the effect of linguistic match as a complement to racial matching, which provides a fuller picture of a shared cultural identity. Using a dataset from the United States which sampled 8th graders, a student fixed effects strategy was employed, essentially comparing, two different teachers’ evaluation and a student’s interest in school, across two different academic subjects, within-student. The results show that having linguistically congruent teachers potentially lead to increased student interest towards Mathematics and Social Studies. Furthermore, having a co-racial teacher who is also linguistically congruent potentially improves student’s interest towards Science, Mathematics and Social Studies; teacher’s perception was also improved in the English subject. These findings suggest that teacher’s perception and student’s interest may improve if students and teachers are matched based on native language.
URI: https://scholarbank.nus.edu.sg/handle/10635/228207
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