I Don't Think You Like Me Very Much: Child Minority Status and Disadvantage Predict Relationship Quality With Teachers. (September 2015)

• Record Type: Journal Article
• Authors: Fitzpatrick, Caroline; Côté-Lussier, Carolyn; Pagani, Linda S.; Blair, Clancy
• Is Part Of: Youth & society. Volume 47:Number 5(2015:Sep.)
• Page Start: 727
• Page End: 743
• Publication Date: 2015-09
• Subjects: teacher–child relations -- socioeconomic status -- minority status -- academic adjustment; Youth -- Periodicals; 305.235
• DOI: 10.1177/0044118X13508962
• Languages: English
• ISSNs: 0044-118X

Abstract

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.