African American Children at Risk of Increasingly Conflicted Teacher-Student Relationships in Elementary School

Autor/inn/en	Spilt, Jantine L.; Hughes, Jan N.
Titel	African American Children at Risk of Increasingly Conflicted Teacher-Student Relationships in Elementary School
Quelle	In: School Psychology Review, 44 (2015) 3, S.306-314 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.17105/spr-14-0033.1
Schlagwörter	African American Children; At Risk Students; Teacher Student Relationship; Elementary School Students; Elementary School Teachers; Conflict; Predictor Variables; Ethnicity; Socioeconomic Status; Intelligence Quotient; Aggression; Prosocial Behavior; Followup Studies; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Regression (Statistics); Multivariate Analysis; Statistical Analysis + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Konflikt; Prädiktor; Ethnizität; Socio-economic status; Sozioökonomischer Status; Intelligenzquotient; Follow-up studies; Kontaktstudium; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Regression; Regressionsanalyse; Multivariate Analyse; Statistische Analyse
Abstract	Previous studies have found that different trajectories of conflicted relationships with teachers predicted academic underachievement. However, little is known about what places children at risk of atypical conflict trajectories. This follow-up study examines whether African American ethnicity, IQ, and socioeconomic status (SES) are unique predictors of teacher-student conflict trajectories, taking into account sociobehavioral predictors, including aggression and prosocial behavior. The study included an ethnically diverse sample of 657 academically at-risk children in which four latent growth classes of conflict trajectories (Grades 1-5) predicted underachievement previously. In this follow-up study, six predictors were examined: African American ethnicity, SES, IQ (independent assessment), inhibitory control (performance measure), and aggression and prosocial behavior (peer assessment). The results showed that African American ethnicity, but not IQ and SES, uniquely predicted atypical conflict trajectories while controlling for sociobehavioral predictors. African American children were at risk of increasingly conflicted relationships with elementary school teachers, which has been found to increase the risk of academic underachievement in middle school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01