A meta‐analytic examination of the impact of student race on classroom interaction
- 1 March 1998
- journal article
- research article
- Published by Taylor & Francis in Communication Research Reports
- Vol. 15 (2) , 151-161
- https://doi.org/10.1080/08824099809362109
Abstract
A quantitative summary of 15 studies indicates that African‐American/ Latino students receive more negative feedback and less praise from teachers in the classroom than Euro‐American students. In addition, teachers interact less frequently with African‐American/Latino students than Euro‐American students in the classroom. The results indicate a potential source of differential treatment in the classroom by instructors that may impact on student achievement.Keywords
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