The Critical Role of Teacher Emotional Support for Latinx Students

Autor/inn/en	Mireles-Rios, Rebeca; Simon, Odelia; Nylund-Gibson, Karen
Titel	The Critical Role of Teacher Emotional Support for Latinx Students
Quelle	In: Teachers College Record, 122 (2020) 12, (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Hispanic American Students; Student Needs; Teacher Role; Racial Discrimination; Racial Differences; Gender Differences; High School Students; High School Teachers; Teacher Influence; Academic Achievement; Emotional Response; Correlation + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lehrerrolle; Racial bias; Rassismus; Rassenunterschied; Geschlechterkonflikt; High school; High schools; Oberschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulleistung; Emotionales Verhalten; Korrelation
Abstract	Background/Context: The relationship between perceived discrimination and students' academic outcomes is well established, showing the negative effects of experiences of discrimination. Although much attention has focused on how to temper these effects for students, few studies have focused on the potential role that teachers can play in lessening the effects of discrimination on student outcomes. Purpose/Objective/Research Question/Focus of Study: In this study, we look at the intersection of race/ethnicity and gender by examining at how Latinx male and female high school students' academic outcomes, such as grade point average, are impacted by their perceived level of discrimination and teacher support. Research Design: Using an intersectional framework, this study uses data from 783 Latinx adolescents (Mage = 16.01 years) in the United States. Specifically, we examine the moderating role of perceived teacher support on the relationship between students' discrimination and their academic performance using a moderated factor analysis approach. Findings/Results: Results indicate that the items that measure perceived discrimination and teacher support do not function in the same way for Latinx male and female adolescents and that emotional teacher support buffers the negative relationship between discrimination and academic performance for Latinx males. Conclusions/Recommendations: We argue the need to construct measures and approach interventions in the areas of discrimination and teacher support that would allow us to better identify how to support Latinx adolescents in the most effective ways. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01