TY - JOUR

T1 - Relationship quality in student-teacher-dyads

T2 - Comparing student and teacher determinants in multicultural classrooms

AU - Paizan, Mădălina A.

AU - Benbow, Alison E.F.

AU - Titzmann, Peter F.

N1 - Publisher Copyright: © 2024 The Authors

PY - 2024/7

Y1 - 2024/7

N2 - Teacher-student-relationship quality is associated with academic success and, among ethnic minority adolescents, it can promote positive intergroup relations. However, most research has studied student or teacher reports only and rarely accounted for ethnic classroom heterogeneity. This study investigated teacher-student-agreement on relationship quality in minority and majority student-teacher-dyads and tested predictors of relationship quality in adolescence. The sample comprised 309 minority (Mage = 12.99, SD = 1.30) and 200 majority adolescents (Mage = 13.50, SD = 1.56) and their 28 majority teachers (Mage = 45.82, SD = 11.50). Teachers reported higher relationship quality than students. Correlations in student-teacher-dyads were similar for minority and majority students. A better school climate, teachers’ awareness of social heterogeneity and culturally responsive teaching predicted relationship quality in student reports, whereas teaching enjoyment predicted relationship quality in teacher reports. In minority dyads, higher student socioeconomic status (SES) and lower levels of discrimination were additional predictors for relationship quality in both student and teacher reports. Findings suggest different processes in how minority and majority student-teacher-dyads evaluate relationship quality.

AB - Teacher-student-relationship quality is associated with academic success and, among ethnic minority adolescents, it can promote positive intergroup relations. However, most research has studied student or teacher reports only and rarely accounted for ethnic classroom heterogeneity. This study investigated teacher-student-agreement on relationship quality in minority and majority student-teacher-dyads and tested predictors of relationship quality in adolescence. The sample comprised 309 minority (Mage = 12.99, SD = 1.30) and 200 majority adolescents (Mage = 13.50, SD = 1.56) and their 28 majority teachers (Mage = 45.82, SD = 11.50). Teachers reported higher relationship quality than students. Correlations in student-teacher-dyads were similar for minority and majority students. A better school climate, teachers’ awareness of social heterogeneity and culturally responsive teaching predicted relationship quality in student reports, whereas teaching enjoyment predicted relationship quality in teacher reports. In minority dyads, higher student socioeconomic status (SES) and lower levels of discrimination were additional predictors for relationship quality in both student and teacher reports. Findings suggest different processes in how minority and majority student-teacher-dyads evaluate relationship quality.

KW - Adolescence

KW - Classroom diversity

KW - Multicultural education

KW - Student-teacher-dyads

KW - Teacher-student-relationship

UR - http://www.scopus.com/inward/record.url?scp=85195871065&partnerID=8YFLogxK

U2 - 10.1016/j.ijintrel.2024.102006

DO - 10.1016/j.ijintrel.2024.102006

M3 - Article

AN - SCOPUS:85195871065

VL - 101

JO - International Journal of Intercultural Relations

JF - International Journal of Intercultural Relations

SN - 0147-1767

M1 - 102006

ER -