Ethnic incongruence and the student–teacher relationship: The perspective of ethnic majority teachers

Affective Teacher—Student Relationships and Students' Externalizing Behavior Problems: A Meta-Analysis

“…A teacher who did not provide these interpersonal relationships and opportunities created an environmental mismatch with individual development, thus leading to students showing EBPs (Wang, 2009; van Lier et al, 2012; Loukas et al, 2013). Moreover, many empirical studies have found that positive indicators of TSRs were negatively correlated with students' EBPs (Gest et al, 2005; Koomen et al, 2012; Spilt et al, 2012a; Thijs et al, 2012) while negative indicators of affective TSRs were positively correlated with students' EBPs (Doumen et al, 2009a; Spilt et al, 2012a). However, correlations varied across studies.…”

“…As a result, gender might influence the correlation between positive or negative indicators of affective TSRs and students' EBPs. Several empirical studies have showed gender differences in the link between indicators of affective TSRs and students' EBPs, such as closeness, support, and warmth (Ostrov and Crick, 2007; Spilt et al, 2012a; Thijs et al, 2012). Hence, these findings suggest that gender moderates the link between affective TSRs and students' EBPs.…”

Perceiving Discrimination in “Real Life”: Distinguishing Negative Events From Discrimination Attributions

“…Passive consent was obtained from the parents. The questionnaire included items for the study variables (peer victimization, the attribution to discrimination, ethnic identification, global self-esteem, and emotional problems) but also items for children's relationship with their main teacher, peer acceptance, hyperactivity/inattention, children's attitudes toward cultural diversity, and the perceived multicultural norms of their teacher (Thijs, Westhof, & Koomen, 2012). Originally the sample consisted of 403 children, for whom the pattern of missing values on our measures of peer victimization, ethnic identification (4.5% missing), global self-esteem (1.2% missing), and emotional problems (2.2% missing) was not significantly different from completely at random: Little's MCAR test, χ 2 (16) ¼ 15.43, p ¼ .49.…”

Not Just Talk, But a “Dance”! How Kindergarten Teachers Opened and Closed Spaces for Teacher–Child Authentic Dialogue

“…Such support varies by individual contexts and beliefs (Downer et al 2010). As the child population increasingly represents ethnic and racial backgrounds different from their teachers (Aud et al 2010), and as the education arena progressively focuses on tests and accountability, supporting children emotionally and socially is an increasingly complex endeavor (Saft and Pianta 2001;Thijs et al 2012). Such relational interactions require a dialogue between teachers and children that privileges the child's voice and opens space for the children to express their personal thoughts and experiences with the teacher, engaging in what is known as authentic dialogue (Gonzalez et al 2011;Alexander 2005, Nystrand 1997, Maybin 2006.…”