Good for Some, Not Good for All: Children's Views of Teachers' Expressive and Relational Work

• In Event: The Impact of Teacher-Student Relationships on Prosocial Behavior, Restorative Justice, and Bullying

Abstract

This paper reports findings from qualitative study that explores how 220 diverse middle school students experienced White teachers’ relational overtures and expressive demeanors. While children overwhelmingly agreed they hoped teachers would convey intellectual regard, exhibit warmth and joy, and be consistent and fair, White children were more likely to experience these characteristics than were children of color. Instead, Black and Brown children consistently reported occasions when teachers engaged with them in ways that were expressively or relationally negative or harmful. Findings show that, even in cases where teachers’ expressive and relational overtures were good for most children, they were not always good for all—and especially not for children already marginalized in the classroom.

Author

• Martha Curren-Preis, University of Michigan