Appendix B.
Racialized Subgroup Differences in Teacher Perceptions of Approaches to Learning (ECLS-K: Spring First Grade, N=12,850)
| White American |
White Immigrant |
Native American |
East Asian American |
East Asian Immigrant |
South Asian |
Southeast Asian American |
Southeast Asian Immigrant |
White Latina/o American |
White Latina/o Immigrant |
Nonwhite Latina/o American |
Nonwhite Latina/o Immigrant |
Black American |
Black Immigrant |
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| White American | N.S. | + | − | N.S. | − | N.S. | − | N.S. | − | N.S. | − | + | N.S. | |
| White Immigrant | N.S. | + | N.S. | N.S. | − | N.S. | N.S. | N.S. | − | N.S. | − | + | N.S. | |
| Native American | − | − | − | − | − | N.S. | − | − | − | − | − | − | − | |
| East | + | N.S. | + | N.S. | − | N.S. | − | N.S. | − | N.S. | − | + | + | |
| East Asian Immigrant | N.S. | N.S. | + | N.S. | N.S. | N.S. | − | N.S. | − | N.S. | − | + | N.S. | |
| South Asian | + | + | + | + | N.S. | N.S. | − | N.S. | − | N.S. | − | + | + | |
| Southeast Asian American | N.S. | N.S. | N.S. | N.S. | N.S. | N.S. | − | N.S. | − | N.S. | − | + | N.S. | |
| Southeast Asian Immigrant | + | N.S. | + | + | + | + | + | + | − | + | − | + | + | |
| White Latina/o American | N.S. | N.S. | + | N.S. | N.S. | N.S. | N.S. | − | − | N.S. | − | + | N.S. | |
| White Latina/o Immigrant | + | + | + | + | + | + | + | + | + | + | + | + | + | |
| Nonwhite Latina/o American | N.S. | N.S. | + | N.S. | N.S. | N.S. | N.S. | − | N.S. | − | − | + | N.S. | |
| Nonwhite Latina/o Immigrant | + | + | + | + | + | + | + | − | + | − | + | + | + | |
| Black American | − | − | + | − | − | − | − | − | − | − | − | − | + | |
| Black Immigrant | N.S. | N.S. | + | − | N.S. | − | N.S. | − | N.S. | − | N.S. | − | − |
Note: A plus sign (+) denotes that the row subgroup is rated more positively than the column subgroup, and a minus sign (−) denotes the reverse. Differences in average ratings stem from multilevel model with a random component at the classroom/teacher level and controls for gender, socioeconomic status, age, and teacher ratings of students’ literacy and math skills. Only differences at p <.10are presented.