The Underachievement of African American Teachers in Research Methodology Courses: Implications for the Supply of African American School Administrators

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This study compared academic achievement of African American (n = 29) and European American (n= 145) teachers in research methodology courses. It found that African American teachers obtained lower overall course averages compared to White teachers and scored below Whites on research article evaluations, written research proposals, and midterm and final examinations. Effect sizes ranged from 0.60 to 1.37 standard deviations. This suggests that underachievement in research methodology courses may prevent African American teachers from successfully completing their theses and dissertations, thereby restricting numbers of Blacks who subsequently obtain graduate degrees and/or obtain certification for positions as school administrators. The implications of these findings for efforts aimed at increasing numbers of African American school administrators are discussed. INTRODUCTION Students from ethnic minority backgrounds typically have highest poverty rates and highest school dropout rates in United States (Williams, 1992). As such, Aldair (1984) contends that these students need support of teachers from their own cultures who have an understanding of cultural and family customs and behaviors and who can serve as role models for educational attainment. African American students are similar to European American students inasmuch as their performance is affected by teacher perceptions, expectations, and interactions. Unfortunately, however, researchers have found that teachers of students with backgrounds different from their own tend to hold lower expectations for these students' performance and subsequently tend to deliver less praise and positive reinforcement (Hilliard, 1989). Moreover, Aaron and Powell (1982) report that European American teachers provide negative feedback to African American students two-and-one-half times more frequently than do African American teachers. Given that low expectations and negative feedback adversely affect students' performance (Persell, 1977; Rist, 1970), it is not surprising that students of color are disproportionately represented among low-ability groups (Oakes, 1985). Stewart, Meier, and England (1989) assert that because African American teachers frequently share similar racial experiences with African American students, these teachers are more likely to be supportive of African American students who require emotional or cognitive assistance. According to Stewart et al. (1989), African American teachers are less likely to use inappropriate discipline measures on African American students or to conclude that African American students belong in low-ability tracks. For these reasons, England and Meier (1985) conclude that African American teachers can play an important role in improving quality of education provided to African American students. Indeed, Martinez (1991) contends that a shortage of minority teachers could culminate in the underachievement of minority students, provide little incentive for minority students to advance in school, and negatively affect [minority students'] career and life aspirations (p. 24). Currently, approximately 13 million students, or 30% of school-aged population in United States, are ethnic minorities (i.e., Alaskan, Native American, Latino, African American, or Asian American) (Clarke, Nystrom, & Perez, 1996). Minorities in Mississippi, New Mexico, and California now represent majority of children of school age in those states (Quality Education for Minorities Project, 1990). Persons of color constitute majority of students enrolled in 23 of nation's 25 largest school districts (Gay, 1989; Newby & Dorrah, 1993; Villegas, 1991), with most urban school districts being comprised of more than 50% minority students. Demographers predict that by turn of century, students of color will average 46% of school-aged youth nationwide. In stark contrast, proportion of minority teachers is expected to decline from 10% in 1987 to a mere 5% of all U. …