Beyond Ethnic Incongruence: Perspective of Minoritized Pupils on the Student-Teacher Relationship

• In Event: Toward Diversity-Responsive Education in Flanders

Abstract

Studies have long emphasized the importance of the student-teacher relationship for the social adjustment, academic achievement, and overall wellbeing of students and pupils – particularly for those with a migration background (Bosman et al., 2018; Roorda et al., 2011; Suldo et al., 2009). Yet, this relationship is often under considerable strain for students with a migration background, as overall they assess the student-teacher relationship to be more negative (Agirdag et al., 2012). However, although classroom settings across Europe are becoming increasingly diverse, the proportion of teachers with ethnic minority background remains very limited (Vlaamse Overheid, 2021).

Researchers have suggested that this incongruence in teachers’ and students’ ethnic background can negatively affect the student-teacher relationship (Thijs et al., 2012, 2018; van den Bergh et al., 2010). However, studies on ‘ethnic congruence’ between students and teachers, or, put differently, studies researching the effect of having a teacher with a similar ethnic background, show a mixed image and many questions remain. In this paper we aim to tackle some of them from two innovative perspectives. First, we focus on elementary school pupils’ perspective on their relationship to their teachers. Second, next to the mainstream schools there is a wide range of supplementary schooling. In these supplementary schools, which are organized by minority communities on the weekend, and which are widely attended by youth with migration background, minoritized pupils usually share their ethnic-cultural backgrounds with the teachers. Here, we can explore the experience of minoritized children in varying educational contexts instead of comparing their experiences to those of majority peers. This enables us to explore if (and if so, how) ethnic congruence plays a role and how children perceive their relations with teachers in both contexts.

To ensure an extensive understanding of this relationship we consider insights from two different academic disciplines/domains. We build on social psychology research into the affective aspects of student-teacher relationships, exploring the notions of emotional bonding and security (Koomen & Jellesma, 2015). In addition, we rely on educational research emphasizing the academic aspects of the student-teacher relationship, and we focus on the academic support and confirmation that pupils receive from their teachers (Agirdag et al., 2012; Reddy et al., 2003). We understand the STR as two-dimensional, with an affective and an academic dimension and within these two dimensions we differentiate four characteristics that describe the quality of the STR from the pupils’ perspective: (1) closeness and emotional support, (2) conflict and negative experiences, both related to the affective dimension, and (3) academic support, and (4) teacher affirmation, both related to the academic dimension of teacher support.

To our surprise we found that the pupils in our study did not raise ethnicity or cultural background once when assessing the relationship to their teachers. Even these young children were able to pinpoint different aspects of the relationship that were important to them. Children emphasized emotional support and closeness for the quality of their relationships. These findings can support future policies to better STR for minoritized pupils in their mainstream schools.

Authors

• Julia Steenwegen, University of Rotterdam
  Presenting Author

• Jan Vanhoof, Antwerp University
  Non-Presenting Author

• Noel Clycq, University of Antwerp
  Non-Presenting Author