I Don’t Think You Like Me Very Much: Child Minority Status and Disadvantage Predict Relationship Quality With Teachers

Caroline Fitzpatrick, Carolyn Côté-Lussier, Linda S. Pagani, Clancy Blair

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)727-743
Number of pages17
JournalYouth and Society
Volume47
Issue number5
DOIs
StatePublished - Sep 6 2015

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minority
teacher
kindergarten child
academic success
prejudice
academic achievement
national minority
ethnicity
school grade
Canada
performance

Keywords

  • academic adjustment
  • minority status
  • socioeconomic status
  • teacher–child relations

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Social Sciences(all)
  • Sociology and Political Science

Cite this

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.

In: Youth and Society, Vol. 47, No. 5, 06.09.2015, p. 727-743.

Research output: Contribution to journalArticle

Fitzpatrick, Caroline ; Côté-Lussier, Carolyn ; Pagani, Linda S. ; Blair, Clancy. / I Don’t Think You Like Me Very Much : Child Minority Status and Disadvantage Predict Relationship Quality With Teachers. In: Youth and Society. 2015 ; Vol. 47, No. 5. pp. 727-743.
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