Abstract
This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian-majority (N = 1,875, Mage = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, Mage = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth.
Original language | English |
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Pages (from-to) | 367-387 |
Journal | Child Development |
Volume | 92 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2021 |
Externally published | Yes |
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1 item of Media coverage
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Pupils from minority backgrounds more likely to experience negative relationships with teachers
Baysu, G., Phalet, K., Deaux, K. & Hillekens, J.
1/09/21
1 item of Media coverage
Press/Media: Other