IDEAS home Printed from https://ideas.repec.org/a/gam/jscscx/v11y2022i7p274-d847718.html
   My bibliography  Save this article

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

Author

Listed:
  • Kala Burrell-Craft

    (Darden College of Education and Professional Studies, Old Dominion University, Norfolk, VA 23529, USA)

  • Danielle R. Eugene

    (School of Social Work, University of Texas at Arlington, Arlington, TX 76019, USA)

  • Juterh Nmah

    (Department of Advanced Educational Studies, California State University, Bakersfield, CA 93311, USA)

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.

Suggested Citation

  • Kala Burrell-Craft & Danielle R. Eugene & Juterh Nmah, 2022. "A Look at Race, Skin Tone, and High School Students’ Perceptions of Teacher–Student Relationship Quality," Social Sciences, MDPI, vol. 11(7), pages 1-14, June.
    • Handle: RePEc:gam:jscscx:v:11:y:2022:i:7:p:274-:d:847718
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2076-0760/11/7/274/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2076-0760/11/7/274/
    Download Restriction: no
    ---><---

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jscscx:v:11:y:2022:i:7:p:274-:d:847718. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.