Fitzpatrick, Caroline; Côté-Lussier, Carolyn 
ORCID: https://orcid.org/0000-0002-4475-4926; Pagani, Linda S. et 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.
pp. 727-743.
DOI: 10.1177/0044118X13508962.
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: | 27 nov. 2025 19:20 |
| URI: | https://espace.inrs.ca/id/eprint/8802 |
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