How can gender and race differences impact teacher and student communication according to research?

The chosen answer highlights a significant understanding of how race and gender differences can affect communication dynamics within an educational setting. Research suggests that English Language Learner (ELL) and Limited English Proficient (LEP) students may feel marginalized or hesitant to participate in discussions due to their cultural backgrounds or language proficiency. This avoidance can stem from a fear of making mistakes or being judged, which can be exacerbated by a lack of cultural sensitivity from teachers. When students perceive that their teachers may hold biases based on their race or gender, it often leads to lower levels of engagement and willingness to communicate, even when they possess the knowledge to answer questions.

In contrast, the other options do not adequately reflect the complexities of how gender and race influence communication. The statement about students communicating better in their native language lacks the nuance that often, students might be hesitant to use their native language in a predominantly different language environment due to social or peer pressures. Claiming communication is unaffected by gender and race overlooks the substantial body of research demonstrating these social variables' impact. Additionally, the assertion that teacher bias does not influence communication contradicts findings that indicate biases can affect teachers’ expectations and interactions with students, which can result in disparities in communication and participation levels within the classroom.