Details
| Original language | English |
|---|---|
| Pages (from-to) | 970-991 |
| Number of pages | 22 |
| Journal | British journal of sociology of education |
| Volume | 40 |
| Issue number | 7 |
| Publication status | Published - 3 Oct 2019 |
| Externally published | Yes |
Abstract
Building on the sociological work by Lareau, this study examined the association between students’ socioeconomic background, prior achievement and the perception of teacher support within the classroom. We expected that students from higher socioeconomic backgrounds would be more critical about the support they receive in the classroom and rate their teachers more negatively, while those with higher prior achievement would perceive teacher support more positively. Multilevel models confirmed that there is a negative association between wealth and students’ perception of two dimensions of teacher support, and a negative association between parental educational attainment and one dimension of teacher support. Our findings were in line with the ‘sense of entitlement’ theory by Lareau. Having higher prior achievement was associated with a more positive perception of teacher support, but did not seem to interact with socioeconomic background.
Keywords
- achievement, sense of entitlement, Socioeconomic background, student perceptions, teacher support, teaching quality
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Social Sciences(all)
- Sociology and Political Science
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In: British journal of sociology of education, Vol. 40, No. 7, 03.10.2019, p. 970-991.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - The role of socioeconomic background and prior achievement for students' perception of teacher support
AU - Atlay, Cansu
AU - Tieben, Nicole
AU - Fauth, Benjamin
AU - Hillmert, Steffen
N1 - Funding information: This research was funded by the LEAD Graduate School & Research Network [GSC1028], which is funded within the framework of the Excellence Initiative of the German federal and state governments. Cansu Atlay was a doctoral student at the LEAD Graduate School & Research Network. Nicole Tieben is an external affiliate of LEAD Graduate School & Research Network.
PY - 2019/10/3
Y1 - 2019/10/3
N2 - Building on the sociological work by Lareau, this study examined the association between students’ socioeconomic background, prior achievement and the perception of teacher support within the classroom. We expected that students from higher socioeconomic backgrounds would be more critical about the support they receive in the classroom and rate their teachers more negatively, while those with higher prior achievement would perceive teacher support more positively. Multilevel models confirmed that there is a negative association between wealth and students’ perception of two dimensions of teacher support, and a negative association between parental educational attainment and one dimension of teacher support. Our findings were in line with the ‘sense of entitlement’ theory by Lareau. Having higher prior achievement was associated with a more positive perception of teacher support, but did not seem to interact with socioeconomic background.
AB - Building on the sociological work by Lareau, this study examined the association between students’ socioeconomic background, prior achievement and the perception of teacher support within the classroom. We expected that students from higher socioeconomic backgrounds would be more critical about the support they receive in the classroom and rate their teachers more negatively, while those with higher prior achievement would perceive teacher support more positively. Multilevel models confirmed that there is a negative association between wealth and students’ perception of two dimensions of teacher support, and a negative association between parental educational attainment and one dimension of teacher support. Our findings were in line with the ‘sense of entitlement’ theory by Lareau. Having higher prior achievement was associated with a more positive perception of teacher support, but did not seem to interact with socioeconomic background.
KW - achievement
KW - sense of entitlement
KW - Socioeconomic background
KW - student perceptions
KW - teacher support
KW - teaching quality
UR - http://www.scopus.com/inward/record.url?scp=85070228612&partnerID=8YFLogxK
U2 - 10.1080/01425692.2019.1642737
DO - 10.1080/01425692.2019.1642737
M3 - Article
VL - 40
SP - 970
EP - 991
JO - British journal of sociology of education
JF - British journal of sociology of education
SN - 0142-5692
IS - 7
ER -