Examining Child-Teacher Relationships and Classroom Quality Across Racial Groups

• In Event: 2-077 - Teacher-Child Relationships in the Early Years of Schooling

Integrative Statement

The achievement gap between minoritized children (i.e., Black, Latinx) and their White peers are one of the intractable US social challenges. The relationships and interactions children have with their teachers are thought to be critical factors in children’s learning experiences (Crosnoe et al., 2010). These relationships and interactions are even more critical in the first few years of children’s schooling as they set the foundation for later schooling (Hamre & Pianta, 2001). Studies have shown that these relationships lays the groundwork for creating supportive learning environments, while others indicate learning environments may create opportunities to strengthen relationships between teachers and students (Pianta et al., 2012). Simultaneously, studies indicate that Black children are less likely to have close relationships and high quality interactions with their teachers (Gilliam et al., 2016).
METHOD
The purpose of this study is to examine the link between child-teacher relationships and the quality of the learning environment, as well as differences by ethnicity. This study was conducted in a Midwest state with preK children. Sixty-five teachers rated their closeness and conflict with 215 children – Black (18%), Latinx (33%), and White (49%) using the Student-Teacher Relationship Scale (STRS; Pianta 2001). Classrooms were observed with the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008). Higher scores indicate more emotional support, classroom organization, and instructional support.
RESULTS
Descriptives indicate teachers have low-to-moderate conflict and moderate-to-high closeness with children (see Table 1). Observation data indicated that classrooms were generally high on emotional support and classroom organization and provided adequate instructional support. There were racial differences: Black children experienced more conflictual relationships with their teachers and were in classrooms with lower emotional support than their White peers.
Correlation analyses indicated that STRS and CLASS emotional support were related in the expected direction for the whole sample. Student-teacher closeness was positive associated with CLASS emotional and instructional support for Latinx children. However, conflict relationships were associated with better CLASS organization and instructional support for White children.
HLM analyses indicated that classroom quality predicted student-teacher relationship, but not the reverse. CLASS emotional support predicted more student-teacher closeness (B = 14.9, p = .01) and less conflict (B = -18.5, p = .02). Classroom organization predicted less closeness (B = -9.9, p = .02) and more conflict (B = 7.1, p = .02).
DISCUSSION
These preliminary analyses indicate that the quality of the classroom sets the stage for student-teacher relationships to develop, emphasizing the importance of the learning environment. There was an indication that it may not work the same across racial groups. While there may not be consistent variation in associations for Black children across all variables, preliminary analyses indicate that Black children are likely to be in lower quality learning environments that are less sensitive to their needs compared to their peers. Additional analyses will be conducted to explore the role of community context, racial minority density, grade, teacher characteristics, and classroom experiences relation to children’s learning outcomes. Implications to the learning opportunity gap will be discussed.

Authors

• Iheoma U Iruka, HighScope Educational Research Foundation
  Presenting Author

• Susan Sheridan, University of Nebraska-Lincoln
  Non-Presenting Author

• Lisa Knoche, University of Nebraska-Lincoln
  Non-Presenting Author

• Amanda Witte, University of Nebraska-Lincoln
  Non-Presenting Author