Teachers’ Interpersonal Classroom Management Shapes Citizenship Behaviors in Ethnically Diverse Classrooms

• In Event: Analyzing Policies and Supporting Teachers in Selecting and Implementing Proactive Classroom Management Strategies

Abstract

This study investigated longitudinal associations between interpersonal aspects of classroom management (i.e., teacher closeness and conflict) and students citizenship behaviors (i.e., listening, cooperating, involving others, and resolving conflict) in ethnically diverse classroomsin a sample of 70 Dutch elementary classrooms (Grades 4-6, 1,467 children). Citizenship behaviors were more present with higher teacher closeness. Citizenship behaviors were lower with more teacher conflict, but this effect was buffered in classrooms with more children with a non-European background. Also, differential teacher closeness explained the degree to which children were equally involved in citizenship behaviors. These results show that interpersonal aspects of classroom management shape the classroom as a practice ground for citizenship and that ethnic diversity is an asset for enacting citizenship.

Authors

• Minke A. Krijnen, Leiden University

• Björn Wansink, Utrecht University

• Lian Van Vemde, Utrecht University

• Yvonne H. M. van den Berg, Radboud University Nijmegen

• Tim Mainhard, Leiden University