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ERIC Number: ED417022
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 8
Abstractor: N/A
Reference Count: N/A
Ethnicity and Gender and the Quality of Teacher-Child Attachment Relationships.
Kesner, John E.
This study examined how a teacher's attachment history influenced the quality of the teacher-child attachment relationship, and how racial differences between teacher and child influence the quality of the attachment relationship. Participating were 55 undergraduate education majors entering their final field placement. The sample was mostly female, with an average age of 27 years; 86 percent were Caucasian and 10 percent African-American; most came from a middle-class background. At the beginning of their field placement, subjects completed the Attachment History Questionnaire (AHQ), which asked about their relationship with parents and peers. At the end of their placement, they completed the Student Teacher Relationship Scale (STRS) regarding the quality of their relationship with five randomly selected students in their classroom. Results indicated that of the four subscales used to measure teacher-child attachment relationships, only two of them, conflict/anger and warmth, showed significant relationships with the subject's attachment history. Two multiple regression analyses could not identify a model predicting the quality of the teacher-child relationship which accounted for more than 6 percent of the variance. The ethnic match between teacher and child influenced quality of the teacher-child attachment relationship, with a main effect of racial dissimilarity on open communication with Caucasian teachers only. (Contains eight references.) (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A