The Role of Racial Match Between Students and Teachers in School-Based Consultation

Abstract

Disparities between the educational outcomes of students of color and their White peers have persisted across decades. Multicultural consultee-centered consultation has the potential to mitigate negative outcomes for students of color by improving the knowledge and skills of teachers. However, more empirical research is needed to understand the role of diversity within the consultative relationship and problem-solving process. The purpose of this study was to examine the effects of racial diversity between students and teachers during school-based consultation on the perceptions school psychologists have of collaboration, teacher expectations of students, and student–teacher relationships, as school psychologists commonly serve as school-based consultants. The study employed an experimental design, in which 83 practicing school psychologists were randomly assigned to watch videos of a teacher describing a student referral problem in a racial match or racial mismatch condition. Results suggested school psychologists’ perceptions of the collaborative relationship were more positive when students and teachers were Black compared to when they were White. Implications and suggestions for future research are discussed.

Impact Statement

This is the only known experimental study conducted in over 20 years to examine the impact of student and teacher racial differences within school-based consultation. Results suggested that school psychologists perceived the collaborative relationship with a teacher to be more positive when both the student and teacher were Black compared to when the student and teacher were White. Given the predominantly White sample, these findings highlight the importance of culturally responsive strategies even when members of the consultation triad are racially matched.

Associate Editor:

• Samuel Y. Song

Keywords:

• multicultural consultee-centered consultation
• racial match
• school-based consultation
• collaboration
• teacher expectations
• Student–teacher relationship

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Funding

This research was partially supported by a Summer Research Fellowship from the College of Education at Michigan State University.

Notes on contributors

Andryce Clinkscales

Andryce Clinkscales, is a doctoral student in the School Psychology program at Michigan State University. Her research interests focus on cultivating systems-level change through consultation and multicultural education, as well as culturally responsive services for marginalized populations.

Courtenay A. Barrett

Dr. Courtenay A. Barrett, is an Assistant Professor in the School Psychology program at Michigan State University, a licensed psychologist in Michigan, and a Nationally Certified School Psychologist. Recent work examined the cost and cost-effectiveness of evidence-based practices in schools, methodological advancements for consultation research, and how data are used within special education decision making for students with specific learning disabilities (SLD).

Shelbie E. Spear

Shelbie E. Spear is a school psychology doctoral student at Michigan State University. Her current research interests center on the dissemination of evidence-based practices for promoting positive academic, socio-emotional, and behavioral outcomes for refugee youth in US schools.