A Look at Race, Skin Tone, and High School Students’ Perceptions of Teacher–Student Relationship Quality

Abstract

Racial disparities in education have put a spotlight on the role of teachers and the school environment that is created for students. As teachers are seen as a vital element of school climate, the interactions between teachers and students can have a significant effect on students’ success. The purpose of this study was to examine the associations between race, skin tone, and teacher–student relationship (TSR) quality. Data drawn from the Fragile Families and Child Wellbeing Study included 995 ethnically and racially diverse adolescents. Hierarchical regression analyses revealed that being Black, Hispanic, or Multi-racial was significantly associated with TSRs. However, there were no between-group differences in TSRs across racial categories. Skin tone was not a significant predictor of TSRs and did not moderate the relationship between race and TSRs. Findings raise important implications for teacher training and professional development focused on culturally relevant practices that support optimal student interactions and provide promising evidence for school connectedness as an intervening mechanism in improving TSR quality, particularly for students of color.