The Role of Teacher–Child Relationship Quality in Black and Latino Boys’ Positive Development

Goldberg, Molly J.; Iruka, Iheoma U.

doi:10.1007/s10643-021-01300-3

Cited by 13 publications

(2 citation statements)

References 70 publications

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“…Positive outcomes have been found for young children across samples of varying risk level, including those with and without disabilities, and across different socio-economic backgrounds, including those from low and middle-income countries (Rhoad-Drogalis et al, 2018;Chen and Wolf, 2021;Goldberg and Iruka, 2022). Studies around the world (e.g., Europe, China, Brazil, Chile, Colombia, Ghana, Greece, Latin America and the Caribbean, Kenya, Turkey, and the United States) have reported these associations using both crosssectional and longitudinal study designs (e.g., Lazzari et al, 2013;Yoshikawa et al, 2015;Gregoriadis et al, 2016;Kagan et al, 2016;Mungai et al, 2017;Soliday Hong and Udommana, 2018;Acar et al, 2019;Bernal et al, 2019;Ponguta et al, 2019;Rosa and Menezes, 2019;Wolf et al, 2019;Liu et al, 2020;Wang et al, 2020;Önder et al, 2020;Hu et al, 2021;Yang et al, 2021;Bartholo et al, 2022).…”

Section: Literature Review Teacher-child Interactions and Child Devel...mentioning

confidence: 99%

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Sanches-Ferreira

Gonçalves²,

Araújo³

et al. 2022

Front. Educ.

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Positive teacher-child relationships promote children’s engagement, as children feel more secure to explore and participate in free or oriented activities. For children with disabilities, a context wherein they can receive the support to maintain a positive engagement in different activities is even more relevant. A scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-child interactions in inclusive environments. This study aims to evaluate preschool teachers’ opinions about the desirability and feasibility of a set of empirically validated strategies to improve teacher-child interactions in ECEC classrooms, for the group and children with disabilities. The participants were 89 Portuguese preschool teachers. Based on a non-systematic literature review, a questionnaire composed of 22 strategies to facilitate teacher-child interactions (in 4 dimensions: emotionally responsive interactions, classroom management, attend to children’s perspectives, and scaffolding learning) was developed. Along with the questionnaire, a set of socio-demographic variables was also collected. ECEC teachers scored significantly higher in the desirability subscale compared with the feasibility subscale in all dimensions and at both the child and the group level. This gap between teachers’ perceived desirability and feasibility provides important insights regarding the dimensions which are important to reinforce in ECEC teachers’ education and professional development. The mean difference between the desirability and feasibility subscales registered a higher effect size at the child’s level than at the group’s level, confirming that the inclusion of children with disabilities in preschool settings remains a challenge. Moreover, the effect size was small to moderate in the Emotionally Responsive Interactions dimension for both child and group levels. These results are aligned with previous studies stating that among different self-identified dimensions for improvement, emotional support is the less evoked by ECEC teachers. Across all dimensions, the main reason teachers give for difficulty in feasibility, both at the group and child’s level, is lack of knowledge. Overall, understanding the reasons teachers attribute to the difference between the strategies’ desirability and feasibility informs the assessment of teacher education needs and might be operationalized as a new observation instrument.

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Section: Literature Review Teacher-child Interactions and Child Devel...mentioning

confidence: 99%

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Sanches-Ferreira

Gonçalves²,

Araújo³

et al. 2022

Front. Educ.

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“…1.1. Race, Skin Tone, and Teacher-Student Relationships Previous research findings have demonstrated that a positive relationship between teachers and students is associated with increased student achievement (Eugene 2020;Federici and Skaalvik 2013), student motivation (Koca 2016;Yunus et al 2011), school adjustment (Koca 2016), and improved social-emotional well-being (Federici and Skaalvik 2013) and behavioral outcomes (Benson et al 2005;Golberg and Iruka 2022). Beyond this, TSRs have long-term effects on student trajectories.…”

Section: Introductionmentioning

confidence: 99%

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

2022

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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.

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Parent-child attachment and teacher-student relationships in Chinese children from low-income families: A moderated mediation model of shyness and resilience

Wang

et al. 2022

Curr Psychol

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The Role of Teacher–Child Relationship Quality in Black and Latino Boys’ Positive Development

Cited by 13 publications

References 70 publications

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

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

Parent-child attachment and teacher-student relationships in Chinese children from low-income families: A moderated mediation model of shyness and resilience

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