Details
| Original language | English |
|---|---|
| Article number | 102006 |
| Number of pages | 13 |
| Journal | International Journal of Intercultural Relations |
| Volume | 101 |
| Early online date | 14 Jun 2024 |
| Publication status | Published - Jul 2024 |
Abstract
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.
Keywords
- Adolescence, Classroom diversity, Multicultural education, Student-teacher-dyads, Teacher-student-relationship
ASJC Scopus subject areas
- Business, Management and Accounting(all)
- Business and International Management
- Psychology(all)
- Social Psychology
- Social Sciences(all)
- Sociology and Political Science
Sustainable Development Goals
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In: International Journal of Intercultural Relations, Vol. 101, 102006, 07.2024.
Research output: Contribution to journal › Article › Research › peer review
}
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 -