The Effects of Teacher-Child Racial Congruence, Child Race, and Emotion Situation Knowledge on Teacher-Child Relationships and School Readiness

Autor/inn/en	Garner, Pamela W.; Shadur, Julia M.; Toney, Tamera
Titel	The Effects of Teacher-Child Racial Congruence, Child Race, and Emotion Situation Knowledge on Teacher-Child Relationships and School Readiness
Quelle	In: Psychology in the Schools, 58 (2021) 10, S.1995-2016 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garner, Pamela W.) ORCID (Shadur, Julia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22567
Schlagwörter	Teacher Student Relationship; Race; Congruence (Psychology); Psychological Patterns; School Readiness; Preschool Children; Preschool Teachers; White Students; African American Students + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Rasse; Abstammung; Congruence; Psychology; Kongruenz; Psychologie; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	We examined whether teacher-child racial congruence and child race moderated the association between children's emotion situation knowledge and the dimensions of teacher-child relationship quality (i.e., closeness, conflict, and dependency). We also investigated these dimensions as mediators linking emotion situation knowledge and later school readiness. Participants were 303 White and African American preschoolers and their teachers who were also racially diverse. For White preschoolers, teacher-child closeness was more likely and teacher-child conflict and dependency were less likely when their teachers matched them in race. For African American children, teacher-child conflict and dependency were more likely when their teachers matched them in race. Emotion situation knowledge and teacher-child closeness were positively related to later school readiness. Findings are discussed in the context of recommendations for policies and practices encouraging culturally responsive, equitable, and positive social-emotional instructional approaches that motivate, support, and sustain positive teacher-child relationships in early childhood classrooms. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01