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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 (2013). I Don’t Think you like me Very Much: Child Minority Status and Disadvantage Predict Relationship Quality With Teachers Youth & Society , vol. 47 , nº 5. p. 727-743. DOI: 10.1177/0044118X13508962.

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Résumé

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.

Type de document: Article
Mots-clés libres: relations enseignant-enfant; statut socioéconomique; statut minoritaire; adaptation scolaire
Centre: Centre Urbanisation Culture Société
Date de dépôt: 11 déc. 2019 14:44
Dernière modification: 11 déc. 2019 14:44
URI: http://espace.inrs.ca/id/eprint/8802

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