NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1070838
Record Type: Journal
Publication Date: 2015-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0044-118X
I Don't Think You Like Me Very Much: Child Minority Status and Disadvantage Predict Relationship Quality With Teachers
Fitzpatrick, Caroline; Côté-Lussier, Carolyn; Pagani, Linda S.; Blair, Clancy
Youth & Society, v47 n5 p727-743 Sep 2015
Even when accounting for past performance, academic achievement can be influenced by teacher expectations, which are lower for disadvantaged and visible ethnic minority children. We use a Quebec (Canada) population-based sample (N = 1,311) to examine whether ethnicity and teacher-perceived signs of disadvantage in kindergarten predict child reports of their relationship with teachers in fourth grade. Results suggest that visible minority children were 50% less likely and perceived disadvantaged children were 32% less likely to report having a positive relationship with their teacher. The findings are discussed in terms of directing efforts toward reducing teacher prejudice and improving child academic success.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada