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ERIC Number: EJ958076
Record Type: Journal
Publication Date: 2012-Apr
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0022-4405
Ethnic Incongruence and the Student-Teacher Relationship: The Perspective of Ethnic Majority Teachers
Thijs, Jochem; Westhof, Saskia; Koomen, Helma
Journal of School Psychology, v50 n2 p257-273 Apr 2012
Among 36 ethnic-Dutch school teachers in the Netherlands, the present study examined the role of ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 ethnic-Dutch students attending grades 4 through 6 (M[subscript age] = 10.81 years, SD = 1.05). On average, relationships were less favorable for the Moroccan-Dutch students only. However, the effects of ethnic incongruence were most pronounced among students with strong perceived inattention/hyperactivity and among teachers endorsing lower levels of multiculturalism (the view that different cultures deserve equal treatment). Results support the notion that ethnically incongruent relationships may be perceived as less favorable than ethnically congruent ones due to cultural misunderstandings and intergroup bias. Practical implications are discussed. (Contains 3 figures and 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4; Grade 5; Grade 6; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands