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Browsing by Author "Gottfried, Michael A."

Now showing 1 - 2 of 2
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    Deportations Near the Schoolyard: Examining Immigration Enforcement and Racial/Ethnic Gaps in Educational Outcomes
    Kirksey, J. Jacob; Sattin-Bajaj, Carolyn; Gottfried, Michael A.; Freeman, Jennifer; Ozuna, Christopher S. (SAGE, 2020-01-13)
    With increased tensions and political rhetoric surrounding immigration enforcement in the United States, schools are facing greater challenges in ensuring support for their students of immigrant and Latino/a origin. This study examined the associations between deportations near school districts and racial/ethnic gaps in educational outcomes in school districts across the country. With data from the Stanford Educational Data Archive, the Civil Rights Data Collection, and the Transactional Records Access Clearinghouse, this study used longitudinal, cross-sectional analyses and found that in the years when districts had more deportations occurring within 25 miles, White-Latino/a gaps were larger in math achievement and rates of chronic absenteeism. No associations were found for gaps in English language arts achievement or rates of bullying. Implications for researchers, policymakers, and school leaders are discussed.
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    Taking It to the Next Level: A Field Experiment to Improve Instructor-Student Relationships in College
    Robinson, Carly D.; Scott, Whitney; Gottfried, Michael A. (SAGE, 2019-03-27)
    Competing in today’s workforce increasingly requires earning a college degree, yet almost half of all enrolled undergraduates do not graduate. As the costs of dropping out of college continue to rise, instructor-student relationships may be a critical yet underexplored avenue for improving college student outcomes. The present study attempts to replicate and extend a prior study that improved teacher-student relationships at the high school level in a college setting. In this registered report, we test whether an intervention that highlights instructor-student commonalities improves similarity, instructor-student relationships, academic achievement, and persistence for undergraduate students in a large, diverse public university. We found that the intervention increased perceptions of similarity but not downstream relational or academic outcomes. Our exploratory analyses provide one of the first investigations suggesting that instructor-student relationships predict an array of consequential student outcomes in college. These findings show a notable relationship gap: instructors perceived less positive relationships with certain student groups, but on average, students perceived equally positive relationships with their instructors.