Well, you are suggesting that having an authority figure who cosmetically resembles the student to feed them a specific narrative will usually be the most effective approach. I'm rejecting that insinuation.

I'd concede that it certainly can be effective SOME of the time. But not most/all of the time. It's a matter of knowing the student's individual psychology, and then determining whether racial affinity will/won't be an effective framework for one's dialogue.

Now, if I'm misconstruing what you're suggesting: then, by all means, please correct me to help me understand what nuances I'm missing.

All I'm saying is that, just because shared racial/ethnic categorization works some of the time, we shouldn't jump to the conclusion that it will work a majority of the time. Many people (yes, even young people) value critical thinking over cosmetic similarities. If you haven't been able to recognize this throughout all of your years of teaching, then I suspect you aren't looking deeply enough.