Bridges and Barriers: Adolescent Perceptions of Student–Teacher Relationships. (January 2013)

• Record Type: Journal Article
• Authors: McHugh, Rebecca Munnell; Horner, Christy Galletta; Colditz, Jason B.; Wallace, Tanner LeBaron
• Is Part Of: Urban education. Volume 48:Number 1(2013)
• Page Start: 9
• Page End: 43
• Publication Date: 2013-01
• Subjects: adolescents -- student–teacher relationships -- high school -- relatedness -- focus group; Education, Urban -- Periodicals; Enseignement en milieu urbain -- Périodiques; Éducation; Milieu urbain; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.91732
• DOI: 10.1177/0042085912451585
• Languages: English
• ISSNs: 0042-0859

Abstract

In urban secondary schools where underpreparation and dropping out are real world concerns, students understand that their relationships with teachers affect their learning. Using descriptive coding and thematic analysis of focus group data, we explore adolescents' perceptions of the bridges that foster and the barriers that inhibit supportive relationships with teachers, and the boundary expectations that function as both. The characteristics of supportive student–teacher relationships identified by youth participants suggest a number of teacher practices capable of meeting adolescents' developmental needs and, as such, are likely to positively influence adolescents' developmental and academic trajectories.