<mods:mods xmlns:mods="http://www.loc.gov/mods/v3" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><mods:titleInfo><mods:title> The Added Value of Latinx and Black Teachers for Latinx and Black Students:  Implications for the Reauthorization of the Higher Education Act</mods:title></mods:titleInfo><mods:name><mods:namePart>Travis J. Bristol</mods:namePart><mods:role><mods:roleTerm authority="marcrelator" authorityURI="http://id.loc.gov/vocabulary/relators" valueURI="http://id.loc.gov/vocabulary/relators/aut">author</mods:roleTerm></mods:role></mods:name><mods:name><mods:namePart>Javier Martin-Fernandez</mods:namePart><mods:role><mods:roleTerm authority="marcrelator" authorityURI="http://id.loc.gov/vocabulary/relators" valueURI="http://id.loc.gov/vocabulary/relators/aut">author</mods:roleTerm></mods:role></mods:name><mods:subject><mods:topic>teachers of color; higher education; social and emotional development; student learning</mods:topic></mods:subject><mods:subject authority="edworkp"><mods:topic>K-12 Education</mods:topic></mods:subject><mods:subject authority="edworkp"><mods:topic>Inequality</mods:topic></mods:subject><mods:subject authority="edworkp"><mods:topic>Race, ethnicity and culture</mods:topic></mods:subject><mods:originInfo><mods:dateCreated>2019</mods:dateCreated><mods:publisher>Annenberg Institute for School Reform at Brown University</mods:publisher></mods:originInfo><mods:abstract>A research synthesis points to the added-value—benefits to social and emotional development, as well as learning outcomes—for students of color taught by teachers of color. Given ongoing education debates, policymakers can use this evidence base to craft legislation aimed at increasing the ethnoracial diversity of the U.S. educator workforce. To begin, historical research shows how Latinx and Black teachers have supported their Latinx and Black students’ social and emotional development during state-sanctioned school segregation. Contemporary qualitative and quantitative research highlights how teachers of color improve social and emotional development, as well as learning, for their students of color. Implications for the reauthorization of the Higher Education Act are discussed.  </mods:abstract><mods:language><mods:languageTerm authority="iso639-2b" type="code">eng</mods:languageTerm></mods:language><mods:typeOfResource>text</mods:typeOfResource><mods:genre authority="aat">grey literature</mods:genre><mods:relatedItem type="series"><mods:titleInfo><mods:title>edworkingpapers.com</mods:title></mods:titleInfo></mods:relatedItem><mods:relatedItem><mods:identifier type="DOI">10.26300/czw4-4v11</mods:identifier></mods:relatedItem><mods:accessCondition type="use and reproduction" xlink:href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</mods:accessCondition></mods:mods>