Date Approved

3-30-2026

Embargo Period

3-30-2026

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

Advisor

Hajime Mitani, PhD

Committee Member 1

Cecile Sam, Ph.D.

Committee Member 2

Jeremy Glazer, Ph.D.

Disciplines

Education

Abstract

This study examines the relationships between student-teacher demographic mismatch and students’ perceptions of fairness, inclusion, and achievement. The purpose of this research was to determine how race, gender, and SES mismatch between students and teachers is related to their feelings of belonging and academic outcomes. A mixed-methods study was conducted involving a combination of survey data, student performance records, and student interviews. Results from the study indicated a relationship between student-teacher gender match and GPA, student-teacher racial match and GPA, and student-teacher racial match and attendance outcomes. Although not statistically significant, the data collected also highlighted trends between student-teacher SES match and GPA. These findings were explained and used to inform the creation of an action plan that schools can implement to enhance student-teacher relationships, as well as work to create a more diverse teaching staff.

Download

Included in

Education Commons

Share

COinS