I Don’t Think You Like Me Very Much: Child Minority Status and Disadvantage Predict Relationship Quality With Teachers

Abstract

Even when accounting for past performance, academic achievement can be influenced by teacher expectations, which are lower for disadvantaged and visible ethnic minority children. We use a Quebec (Canada) population-based sample (N = 1,311) to examine whether ethnicity and teacher-perceived signs of disadvantage in kindergarten predict child reports of their relationship with teachers in fourth grade. Results suggest that visible minority children were 50% less likely and perceived disadvantaged children were 32% less likely to report having a positive relationship with their teacher. The findings are discussed in terms of directing efforts toward reducing teacher prejudice and improving child academic success.