The Ties That Bind
Teacher Relationships, Academic Expectations, and Racial/Ethnic and Generational Inequality
Bibliographic Data
| ID | 11366341 |
|---|---|
| Authors | Hua-Yu Sebastian Cherng (New York University, corresponding author) |
| Year | 2017 |
| Volume | 124 |
| Issue | 1 |
| Pages | 67-100 |
| Publication date | 2017-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/693955 |
| OpenAlex | W2759537512 |
| Language | EN |
| Citations received | 14 |
| References cited | 63 |
Teachers not only play a pivotal role in developing students’ knowledge and skills but also can serve as role models, which may be particularly beneficial for youth of color and children of immigrants. However, it is unknown whether relationships vary across student racial/ethnic and generational groups. Moreover, the link between teacher-student relationships and students’ academic expectations remains unclear. Using the Education Longitudinal Study of 2002, a nationally representative sample of high schoolers, I found that not all groups of students enjoy strong teacher-student relationships: English teachers report weaker relationships with Asian American students and mathematics teachers with their Latino students compared with third-generation white students. These relationships are important predictors of student expectations. Results highlight the importance of teacher-student relationships and suggest that certain racial/ethnic and generational groups are missing out on this form of social capital
Academic achievement · Developmental psychology · Ethnic group · Immigration · Inequality · Political science · Social capital · Social science · Sociology · White (mutation · Critical Race Theory in Education · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology
Teacher Expectations and their Need Support and Thwarting
Effects of developmental relationships with teachers on middle‐school students’ motivation and performance
A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context
Understanding social justice commitment and pedagogical advantage of teachers with a migrant background in Switzerland
No “Bad Friends”? Immigrant-Origin Adolescents’ Peer Social Capital Mobilization in the U.S. and Switzerland
The centrality of immigrant students within teacher-student interaction networks
Understanding the educational disparities between Han and Muslim Chinese
A Flawed Policy Metaphor
What Students and Teachers Do to Build Positive Reciprocal Relationships
Teaching Bias? Relations between Teaching Quality and Classroom Demographic Composition
Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools
Us and Them
Love, Trust, and Camaraderie
The College Preparatory Pipeline
High School Size
K-12 Educational Outcomes of Immigrant Youth
Social relationships and motivation in middle school
Teachers' attributions and beliefs about girls, boys, and mathematics
Teaching in Tensions
Teaching through Interactions
Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence.
Examining Disparities in Mathematics Education
It Doesn't Add up
Complicating the Image of Model Minority Success
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
Estimation of Average Treatment Effects Based on Propensity Scores
Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades.
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Are Effective Teachers Like Good Parents? Teaching Styles and Student Adjustment in Early Adolescence
Demography of Immigrant Youth
The central role of the propensity score in observational studies for causal effects
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Unequal Origins
Cultural Theory
Teachers, Race, and Student Achievement in a Randomized Experiment
Race and the teacher–student relationship
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Sources of Perceived School Connection Among Ethnically-Diverse Urban Adolescents
The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
Becoming American/Becoming New Yorkers
Being Well vs. Doing Well
Asian Americans as Model Minorities? A Look at Their Academic Performance
Educational Aspirations of Minority Youth
Only English by the third generation? Loss and preservation of the mother tongue among the grandchildren of contemporary immigrants
Trajectories of perceived adult and peer discrimination among Black, Latino, and Asian American adolescents
Social functioning and adjustment in Chinese children
Horatio Alger Lives in Brooklyn
The Role of School in the Upward Mobility of Disadvantaged Immigrants' Children
The World outside and inside Schools
Asian American and Pacific Islander Students
How Smaller Is Better
Teacher Race and Expectations for Student Achievement
Fitting In
From the Achievement Gap to the Education Debt
Stereotype threat and the intellectual test performance of African Americans
What Teacher Candidates Learned About Diversity, Social Justice, and Themselves From Service-Learning Experiences
Do Teachers' Race, Gender, and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988
Notes from the Back of the Room
Behind the Model-Minority Stereotype
Students' Multiple Worlds
A Social Capital Framework for the Study of Institutional Agents and Their Role in the Empowerment of Low-Status Students and Youth
Experiences of Discrimination among African American, Asian American, and Latino Adolescents in an Urban High School
Gender, Race, and Justifications for Group Exclusion
When Race Matters
Racial and Ethnic Stratification in Educational Achievement and Attainment
Ethnicity, Generation, and School Attainment of Asians, Hispanics, and Non-Hispanic Whites
Social Capital in the Creation of Human Capital
Post-secondary school participation of immigrant and native youth
| Unique citing works | 14 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |