Ethnic Attitudes of Minority Students and Their Contact with Majority Group Teachers

Autor/inn/en	Thijs, Jochem; Verkuyten, Maykel
Titel	Ethnic Attitudes of Minority Students and Their Contact with Majority Group Teachers
Quelle	In: Journal of Applied Developmental Psychology, 33 (2012) 5, S.260-268 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2012.05.004
Schlagwörter	Control Groups; Ethnicity; Minority Groups; Indo European Languages; Children; Teacher Educators; Teacher Student Relationship; Correlation; Theories; Interaction; Adolescents; Adults; Research; Developmental Psychology; Student Attitudes + Suchen Sie Ihr Suchwort? Ethnizität; Ethnische Minderheit; Indoeuropäisch; Child; Kind; Kinder; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Theory; Theorie; Interaktion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Forschung; Entwicklungspsychologie; Schülerverhalten
Abstract	Research on intergroup attitudes in children has focused on contact with out-group peers but neglected the role of adults. This cross-sectional self-report study examined the association between the ethnic attitudes of 174 minority (Turkish- and Moroccan-Dutch) preadolescents (ages 9-13) and the perceived interpersonal relationships with their (native Dutch) majority group teachers. Majority classmates (97 native Dutch children) were included as a control group. Analyses showed that Turkish and Moroccan students who had better relationships with their Dutch teacher had more positive attitudes toward the Dutch out-group, especially in relatively segregated classrooms. The positive aspect of the relationship ("closeness") was more important than the negative aspect ("conflict"). The link between out-group attitudes and the relationship with majority teachers was not significant for the majority students. Findings show that contact theory can be applied to interactions between children and important adults, and that student-teacher relationships can contribute to more harmonious ethnic relations. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10