Investigating the Power of Authentically Caring Student-Teacher Relationships for Latinx Students

Newcomer, Sarah N.

doi:10.1080/15348431.2017.1310104

Cited by 29 publications

(15 citation statements)

References 27 publications

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“…This may also explain why Latinx students were more likely than non-Latinx white students to report that proctored exams increase their anxiety, as students may be penalized for interruptions that may occur while taking an exam. We also found that Latinx students were more likely than white students to report having instructors that care about students’ concerns as a factor that decreases their anxiety, which echoes a study that demonstrated that Latinx students value instructors who interact with students in caring ways ( Newcomer, 2018 ). Therefore, we hypothesize that the third most commonly reported student recommendation to decrease student anxiety, having instructors make an effort to connect with students, may be especially beneficial for Latinx students.…”

Section: Discussionsupporting

confidence: 81%

Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety

Mohammed¹,

Nadile²,

Busch³

et al. 2021

LSE

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Section: Discussionsupporting

confidence: 81%

Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety

Mohammed¹,

Nadile²,

Busch³

et al. 2021

LSE

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“…Previous studies found that Latinx students can experience perceived discrimination from peers and teachers, contributing to a lower sense of school belonging (Brown & Tam, 2019), explaining why Latinx students were classified into the Low School Belonging profiles. Other research has found that teachers can contribute to Latinx students' increased school belonging by presenting a sense of authentic caring (Newcomer, 2017). Perhaps the Latinx students classified into the High School Belonging profile perceived authentic caring from their teachers.…”

Section: Gender and Ethnic Differences In Constellations Of School Be...mentioning

confidence: 96%

School belonging constellations considering complete mental health in primary schools

Wagle

Dowdy

Nylund‐Gibson

et al. 2021

Educational and Developmental Psychologist

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The investigation of school belonging is crucial due to its established significant associations with mental health, academic achievement, and risky behaviors coupled with the limited research documenting the configurations of children's school belonging experiences. The current study explores school belonging in upper elementary school California students (N = 619). Latent profile analysis revealed the best fit for a three-profile solution: Low School Belonging, Moderate School Belonging, and High School Belonging. The majority of students were classified in the Low and Moderate School Belonging profiles. Demographic covariates indicated that female and Latinx students were more likely to experience high belonging than males and non-Latinx students. Concerning proximal outcomes, students in the High School Belonging profile reported higher psychological strengths and lower psychological distress. Practical implications include assessing and promoting school belonging more effectively in students, given the small percentage of students who perceive high levels of school belonging.

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“…Studies have shown that humor can also work to reconfigure relations of power in the classroom such as the hierarchical teacher–student relationships in which teachers have “power-over” students, and to reposition them as co-learners who engage in reciprocally caring classroom relationships. For example, Newcomer (2018) demonstrates how a bilingual teacher incorporated humor in working with his Latinx adolescent immigrant students by rewriting the lyrics to a song and singing his newly created lyrics to the students. Students in this classroom experienced the teacher as someone who not only cared for them academically but also wanted to make them laugh and experience fun in learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“I Can Go Slapsticks”: Humor as Humanizing Pedagogy for Science Instruction With Multilingual Adolescent Immigrant Learners

Qin

Beauchemin

2022

Literacy Research: Theory, Method, and Practice

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Research shows that humor can play an important role in students’ language learning and literacy development. However, studies on how teachers intentionally enact humor as a pedagogical tool are still limited. This classroom discourse study examines the interactional construction and pedagogical functions of humor in one U.S. multilingual high school science classroom. Drawing on the theoretical frameworks of languaging and affect, we took a discourse analytic approach to analyze classroom interactions and interview data to examine how the teacher used humor as humanizing pedagogy. We illustrate that the teacher held a humanizing teaching approach to working with immigrant students and viewed “slapstick humor” as part of his humanizing pedagogy. He co-constructed humor with his multilingual students in classroom interaction, and his pedagogical humor worked towards simultaneously humanizing learning, teaching scientific content, and building authentic caring relationships with students through care and empathy. We conclude the article with a discussion of the implications of this study for the research and practice of using humor in language and literacy classrooms with immigrant multilingual students.

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Investigating the Power of Authentically Caring Student-Teacher Relationships for Latinx Students

Cited by 29 publications

References 27 publications

Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety

Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety

School belonging constellations considering complete mental health in primary schools

“I Can Go Slapsticks”: Humor as Humanizing Pedagogy for Science Instruction With Multilingual Adolescent Immigrant Learners

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