Teacher-Student Relationships: Immigrant-Origin Middle School Students’ Perspectives in the U.S. and Switzerland (Poster 47)

• In Event: AERA Poster Session Saturday 9:50 a.m.
  In Poster Session: Division G - Section 1: Education and Place, Space, Time Poster Session

Abstract

High-quality relationships with educators are associated with better academic experiences and outcomes. Particularly, immigrant-origin students and students who speak a foreign language at home benefit from positive relationships with educators. Still, immigrant-origin adolescents’ perspectives have been largely absent from this literature. Therefore, this study aims to better understand immigrant-origin middle school students’ perspectives on factors shaping their relationships with educators (i.e., teachers and counselors). I do so by employing a cross-national comparative study design, allowing me to account for contexts at the national through school level while grounding the comparisons in student and teacher experiences. Analyzing and triangulating student, teacher, and principal interview data, this study discusses supporting and constraining factors for building positive teacher-student relationships.

Author

• Anita Caduff, University of Michigan