Cultural Responsiveness and Teacher-Student Relationships in Urban Charter Public Schools
Bibliographic Data
| ID | 9730240 |
|---|---|
| Authors | Chavez Phelps (0009-0003-7955-0135, Georgia State University, Atlanta, USA), Samantha Francoi (0000-0001-8808-1746, Tulane University, New Orleans, LA, USA), Samantha Francois (Tulane University, New Orleans, LA, USA), Kenneth G Rice (0000-0002-0558-2818, Georgia State University, Atlanta, USA), Courtney N Baker (0000-0001-9523-1036, Tulane University, New Orleans, LA, USA), Stacy Overstreet (0000-0002-7347-1335, Tulane University, New Orleans, LA, USA) |
| Year | 2026 |
| Publication date | 2026-02-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00131245261421205 |
| OpenAlex | W7129374209 |
| Language | EN |
| References cited | 38 |
Cultural responsiveness and teacher-student relationships are important to establishing a healthy, positive school climate. Few studies have examined the relationship between teacher-student relationships and cultural responsiveness. Also, little is known about the moderating effect the number of ethnic minority school teachers has on culturally responsive practices and teacher-student relationships in schools with predominantly low-income Black student populations. Limited research studies have examined how the number of years teaching influences teacher-student relationships and culturally responsive practices. The participants included 174 classroom teachers and 1,365 students from Grades 3 to 5 in charter schools in a southern urban city. Results revealed that teacher cultural responsiveness can predict the quality of teacher-student relationships. Further, findings suggested there were no moderating effects of the number of ethnic minority school staff on culturally responsive practices and teacher-student relationships. Also, the results suggested no differences between cultural responsiveness and teacher-student relationships between less experienced and more experienced teachers
Charter · Charter school · Cultural competence · Cultural diversity · Cultural Influence · Ethnic group · Quality (philosophy · Racial differences · Global Education and Multiculturalism · Parental Involvement in Education · Teacher Education and Leadership Studies
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| Citation velocity | historical |
|---|---|
| Highly cited | No |