Students belonging to marginalized groups experience positive impacts when taught by a teacher of the same race, ethnicity, and gender. The unique nature of standardized, asynchronous online course taking allows for greater separation of any possible educational benefits of student versus teacher-driven mechanisms contributing to these improved outcomes. Using a student-by-course fixed effect strategy on data from a large urban school district, I examined associations between whether students experienced racial/ethnic or gender congruence with their remote instructor and both engagement and learning outcomes. Students who identified as Black demonstrated higher rates of engagement, although no difference in achievement, within lessons taught by a same-race remote instructor. I find that representation is associated with engagement even when instructors follow closely scripted lessons, representation occurs in only small doses, and instruction occurs in an impersonal setting.

当属于同一种族，种族和性别的老师教给属于边缘群体的学生时，他们会产生积极的影响。标准化的异步在线课程学习的独特性，可以使学生与教师驱动的机制所带来的任何可能的教育利益之间的更大分离，而这些都是促成这些改进成果的原因。通过对来自大型城市学区的数据使用逐课程固定效果策略，我研究了学生是否与远程教员经历了种族/族裔或性别融合，以及参与和学习成果之间的关联。在同种族远程教练讲授的课程中，被识别为“黑人”的学生表现出更高的参与率，尽管在成就上没有差异。