Of Promise and Penalties: How Student Racial-Cultural Markers Shape Teacher Perceptions.

Scholars document considerable disparities in teacher perceptions of students, yet absent from this literature is an examination of how race, ethnicity, and immigration status intersect to influence teacher ratings. This study extends previous research by examining variation in teachers' ratings of academic ability across four conventional racial/ethnic groups as well as thirteen racialized subgroups. Using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999, we find that black first-graders receive lower ratings in language and literacy, a pattern that holds for both black Americans and black immigrants. In contrast, Asian first-graders receive higher ratings in math; however, this is primarily driven by teachers' much higher ratings of East Asian and Southeast Asian immigrants. These subgroup differences remain even after controlling for a host of background and contextual factors, as well as students' tested ability and academic growth in math and reading. Teacher perceptions of student academic behavior explain lower language and literacy ratings for black Americans and higher math ratings for Southeast Asian immigrants that are present net background and performance, but higher math ratings for East Asian immigrants remain. We conclude by discussing implications of our approach and findings.

Gendered styles of student-faculty interaction among college students.

Scholars have examined gender differences in many areas of college life, but we know little about how men and women may interact differently with faculty-an activity with strong links to student outcomes. Using data from the National Survey of Student Engagement, I investigate whether men and women demonstrate different styles of interaction with faculty. I find that women are more likely than men to engage frequently in instrumental interactions, such as emailing and discussing course logistics with faculty. In contrast, men are more likely than women to have frequent higher order interactions, such as discussing ideas and participating in research. These findings introduce a new typology of student-faculty interaction and contribute to our understanding of gendered pathways through higher education.