As Urban Education marks its 60th anniversary, this commentary revisits ethnic matching between students and teachers as a critical equity strategy rooted in the post-Brown v. Board of Education era. The concept of ethnic matching emerged in response to the displacement of Black educators during desegregation and remains vital for cultural congruence and academic belonging. Drawing on Easton-Brooks and others, we examine key theories, evidence, and policy implications in urban schools. We argue urban districts are uniquely positioned yet constrained by methodological gaps, weak policy infrastructure, and local contexts, and we call for justice-centered, community-informed implementation.
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