Student–Teacher Relationships and Interethnic Relations

Thijs, Jochem

doi:10.1002/9781118773123.ch20

Cited by 5 publications

(9 citation statements)

References 94 publications

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“…Teachers play a critical role for students' peer experiences and their social acceptance (Juvonen et al, 2019) as they have a strong potential to scaffold positive interactions among students (Farmer et al, 2011;Gest and Rodkin, 2011). Particularly through their interactions with students, teachers are role models for students' social interactions, set norms on how to treat each other, and provide emotional security for openness toward diversity (Hendrickx et al, 2016;Thijs, 2017;Farmer et al, 2019). We believe that this is the case for several reasons.…”

Section: The Role Of Teacher-student Relationships For Interethnic Peer Ecologiesmentioning

confidence: 99%

“…Previous research has shown that teachers' interactions with students strongly impact how relationships form among students (e.g., Mikami et al, 2012;Farmer et al, 2019). However, there are only very few studies on teachers' role for students' social inclusion in ethnically diverse classrooms (e.g., Thijs, 2017). In order to address this research gap, we study whether perceived teacher-student relationships moderate students' interethnic relations by specifically investigating whether students favor ethnically homogenous over ethnically diverse relationships, depending on how caring they perceive their teacher.…”

Section: Introductionmentioning

confidence: 99%

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Beyond Ethnic Diversity: The Role of Teacher Care for Interethnic Relations

et al. 2021

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Drawing on the role of teachers for peer ecologies, we investigated whether students favored ethnically homogenous over ethnically diverse relationships, depending on classroom diversity and perceived teacher care. We specifically studied students' intra- and interethnic relationships in classrooms with different ethnic compositions, accounting for homogeneous subgroups forming on the basis of ethnicity and gender diversity (i.e., ethnic-demographic faultlines). Based on multilevel social network analyses of dyadic networks between 1299 early adolescents in 70 German fourth grade classrooms, the results indicated strong ethnic homophily, particularly driven by German students who favored ethnically homogenous dyads over mixed dyads. As anticipated, the results showed that there was more in-group bias if perceived teacher care was low rather than high. Moreover, stronger faultlines were associated with stronger in-group bias; however, this relation was moderated by teacher care: If students perceived high teacher care, they showed a higher preference for mixed-ethnic dyads, even in classrooms with strong faultlines. These findings highlight the central role of teachers as agents of positive diversity management and the need to consider contextual classroom factors other than ethnic diversity when investigating intergroup relations in schools.

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Section: The Role Of Teacher-student Relationships For Interethnic Peer Ecologiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Beyond Ethnic Diversity: The Role of Teacher Care for Interethnic Relations

et al. 2021

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“…Among several theorized explanations is the belief that conflicting cultural norms can lead to miscommunication, misunderstanding, and differing expectations (Kesner, 2000; Thijs, 2017). Particularly problematic is a tendency for White teachers to expect children to adhere to Eurocentric, middle‐class behavior norms, and misinterpret some communication from children as inappropriate (Gay, 2002).…”

Section: Teacher–child Relationships and The Role Of Racial Mismatchmentioning

confidence: 99%

“…Similarly, Social Identity Theory (Tajfel & Turner, 1982) suggests that group membership can motivate people to favor ingroup members over those outside their group. In the classroom, this can result in teachers favoring children of the same race over those from different racial backgrounds, as well as bias their perception of the teacher–child relationship (Thijs, 2017).…”

Section: Teacher–child Relationships and The Role Of Racial Mismatchmentioning

confidence: 99%

“…One such factor is the teacher–child relationship. Previous work suggests that positive teacher–child relationships can mitigate some of the negative effects of children's problem behavior (Gambone, Klem, & Connell, 2002; Sabol & Pianta, 2012), however, other research indicates that teacher–child relationships may differ depending on the race–ethnicity of the teacher and child (Ewing & Taylor, 2009; Murray & Murray; 2004; Saft & Pianta, 2001; Thijs, 2017). Several studies have found that teachers perceive that they have a greater conflict with African American children compared with White children (Murray & Murray; 2004; Saft & Pianta, 2001).…”

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confidence: 99%

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The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict

Kunemund

McCullough

Williams

et al. 2020

Psychology in the Schools

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The far-reaching impacts of the teacher-child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher-child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at-risk for emotional and behavioral disorders (EBDs) or tested the mechanisms that mediate the relation between a mismatch in the race and teacherperceived conflict. Thus, the current study used multilevel structural equation modeling to test whether a higher proportion of race mismatch between children in the classroom with problem behavior and teachers was related to teachers' classroom management self-efficacy and, in turn, teacherperceived conflict with children among 148 teachers and 354 preschool-aged children. Results indicated that among students most at-risk for EBDs, a higher proportion of race mismatch between teachers and children significantly predicted less teacher classroom management self-efficacy and, in turn, significantly predicted teachers' greater perceived conflict with children. Furthermore, this mediation pathway was significant.

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