Chapter 20
Student–Teacher Relationships and Interethnic Relations
Jochem Thijs,
Jochem Thijs
Search for more papers by this authorJochem Thijs,
Jochem Thijs
Search for more papers by this authorBook Editor(s):Adam Rutland,
Drew Nesdale,
Christia Spears Brown,
Adam Rutland
Search for more papers by this authorDrew Nesdale
Search for more papers by this authorChristia Spears Brown
Search for more papers by this authorSummary
This chapter provides a first systematic discussion of the links between the student-teacher relationship and children's interethnic relations. It considers three theoretical mechanisms by which the quality of the student-teacher relationship could affect students’ interethnic attitudes. Two of these mechanisms involve ethnically incongruent relationships but the third one could operate in the absence of ethnic diversity. The student-teacher relationship system consists of different interrelated components. Not only does it involve the actual interactions and communications between the two relationship partners, but also their individual characteristics, and the representations each of them has of their mutual relationship. Teachers’ relationship perceptions have been found to be related to a number of teacher characteristics, including their personal attachment history, teaching experience, depressive feelings, and self-efficacy. Future research should consider the role of other aspects of the classroom environment that are important for children's interethnic relations, such as the degree of multi-cultural education and peer norms and peer relations.
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