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


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
Issue number5
StatePublished - Sep 6 2015



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

ASJC Scopus subject areas

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

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