Explaining differences in Black and White students’ expected academic success: why professors’ race matters

• Published in: SN Social Sciences 2022-07, Vol.2 (8), Article 120
• Main Authors: Moore, Ayarri, Sonnentag, Tammy L., Wadian, Taylor W.
• Format: Article
• Language: English
• Subjects: Education; Linguistics; Original Paper; Psychology; Social Sciences
• ISSN: 2662-9283; 2662-9283
• DOI: 10.1007/s43545-022-00411-x

Students’ perceptions of faculty’s competence to teach diversity-specific courses is an important factor promoting students’ achievement of learning outcomes (Littlford et al., J Divers High Educ 3:230–244, 2010; McCroskey et al., Commun Q 52:197–210, 2004). Yet, it is unclear if perceptions of a faculty’s competence to teach diversity-specific courses, particularly because of the professor’s race/ethnicity, explains why students may expect to achieve positive academic outcomes. Because students of color prefer teachers who understand and relate to their cultural concerns (Maton et al., Cultur Divers Ethnic Minor Psychol 17:68–78, 2011), students of color (compared to White students) may be particularly aware of how the multicultural competence and lived experiences of racially/ethnically diverse faculty can contribute to achieving positive academic outcomes. The current study examined if perceptions of faculty’s credibility to teach a hypothetical diversity-specific course, particularly because of their race/ethnicity, explains why students expect positive academic outcomes, and if these expected outcomes differ based on the race/ethnicity of the student. Results revealed that all students, but particularly those who identified as Black/African American, perceived a Black/African American professor as more credible to teach a hypothetical diversity-specific course than a White/European American professor. The students’ perceptions of the Black/African American professor’s credibility explained why Black/African American, but not White/European American, students expected to experience gains in their academic performance (e.g., heightened feelings of belongingness and engagement) when the professor was Black/African American than when the professor was White/European American. These findings yield valuable information about the factors associated with, as well as the factor potentially explaining, differences in students’ expected success in diversity-specific courses.