Crossing Cultural Divides: How Teacher Ethnicity Shapes Asian International and Asian American Classroom Experiences in U.S. Universities

Abstract

Teacher-student ethnicity match has been consistently linked to positive student outcomes across diverse populations, including enhanced academic performance and improved behavioral outcomes. Despite growing populations of Asian American and Asian International students in U.S. universities, the relationship between teacher-student ethnicity match and outcomes for these specific populations remains understudied. The present study investigates this relationship through three critical classroom experiences: respect for teachers, sense of belonging, and adherence to teacher instructions. Using a 2 (National Identity: Asian International/Asian American) × 2 (Professor Race: Asian/non-Asian) experimental design with vignettes depicting hypothetical classroom scenarios, we examined these dynamics in university contexts. Contrary to established ethnic matching literature predicting positive outcomes with same-race teachers, results revealed that neither Asian American nor Asian International participants were significantly impacted by professor ethnicity in their classroom experiences. However, Asian International participants demonstrated significantly stronger cultural values compared to their Asian American counterparts. These findings challenge prevailing assumptions about ethnic matching effects and provide valuable insights that could inform more inclusive teaching practices by enhancing understanding of how national identity influences educational experiences for these distinct student populations.