Teacher perceptions of consultant and consultee effectiveness as a function of race

Abstract

Researchers have studied numerous consultant variables that affect consultation success. However, consultant race is a variable that has been relatively unresearched in the consultation literature. The purpose of this study was to examine whether consultant race (Black and White) and consultee race (Black and White) influenced ratings of consultant and consultee effectiveness within the consultation relationship as perceived by experienced teachers. One hundred and three elementary school teachers served as participants for this research. Participants were randomly assigned to view one of four taped consultation sessions involving a consultant and consultee discussing a boy who was too shy to speak in class. After viewing the tape, participants completed the Consultant Evaluation Form (CEF), Teacher Evaluation Form (TEF), Counselor Rating Form (CRF), and a demographic questionnaire. No significant differences were found on the 2 (consultant race) x 2 (consultee race) x 2 (participant race) analysis of variance for the CEF and TEF. A significant three-way interaction was found on the CRF. Specifically, Black participants rated the Black consultant working with the Black consultee as most effective. Black participants gave the White consultant paired with the White consultee the next highest effectiveness rating. Possible explanations, limitations, and areas of future research will be discussed.