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The Impacts of Student-Teacher Relationships and Race-Match Moderation on Absenteeism: A Four Wave Longitudinal Data Study- [electronic resource]
The Impacts of Student-Teacher Relationships and Race-Match Moderation on Absenteeism: A Four Wave Longitudinal Data Study- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101518
- ISBN
- 9798379920494
- DDC
- 379
- 저자명
- Chhikara, Daman.
- 서명/저자
- The Impacts of Student-Teacher Relationships and Race-Match Moderation on Absenteeism: A Four Wave Longitudinal Data Study - [electronic resource]
- 발행사항
- [S.l.]: : Michigan State University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(153 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
- 주기사항
- Advisor: Stein, Kristy Cooper.
- 학위논문주기
- Thesis (Ph.D.)--Michigan State University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약This study examines how affective (student-teacher relationships) and sociological factors (race) interact in educational settings to shape differential educational experiences for diverse subgroups. Studying these factors in isolation only partially explains the mechanisms that drive outcomes for students, especially those belonging to traditionally marginalized communities.Specifically, this study explores the influence of positive and negative student-teacher relationships on chronic absenteeism for early graders, and whether these associations differ for students who are and are not of the same race as their teacher. This study has the unique advantage of using the nationally representative Early Childhood Longitudinal Study: Kindergarten Class of 2011 (ECLSK:2011) panel data (N=16,980) collected by the National Center for Education Statistics (NCES). The availability of ECLSK:2011, with currently available data from five waves of data collection, enables the robust analysis presented in this study.First, this study finds that good relationships have a negative association with chronic absenteeism and bad relationships have a positive association with chronic absenteeism. Second, this study finds that all teachers perceive their relationships to be less positive and more negative with Black students than with White students. Further, White teachers perceive their relationships with Black students to be less positive and more negative than with White students, implying that the racial identity of Black students influences their relationships with their teachers.And lastly, the study finds that Black students assigned to White teachers are more likely than White students assigned to White teachers to be chronically absent. This is confirmation of the adverse racial mismatch effect on absenteeism for Black students. Further, the effect of conflict on the likelihood of chronic absenteeism for the White student - White teacher group is positive, while the effect of conflict on the Black student - White teacher is negative. That is, while conflict positively predicts absenteeism for White students assigned to White teachers, higher conflict predicts a lower likelihood of absenteeism for Black students assigned to White teachers.The findings imply that classroom interactions and teacher perceptions affect the behaviors of students and potentially their parents. Further, this study suggests while the effect the poor relationships is negative for students in general, the effect of conflict is reversed for Black students with White teachers, which is unanticipated and needs more examination. Perhaps, White parents and Black parents are responding differently to student-teacher relationships formed in school. Ultimately, these findings elevate the role of affective factors in education research, highlighting the importance of cultivating positive student-teacher relationships in classrooms across varying school contexts and racial lines toward improving student outcomes.
- 일반주제명
- Education policy.
- 일반주제명
- Elementary education.
- 키워드
- Absenteeism
- 키워드
- Race-match
- 기타저자
- Michigan State University Educational Policy - Doctor of Philosophy
- 기본자료저록
- Dissertations Abstracts International. 85-01A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101518
■006m o d
■007cr#unu||||||||
■020 ▼a9798379920494
■035 ▼a(MiAaPQ)AAI30569600
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aChhikara, Daman.▼0(orcid)0000-0003-1661-9644
■24510▼aThe Impacts of Student-Teacher Relationships and Race-Match Moderation on Absenteeism: A Four Wave Longitudinal Data Study▼h[electronic resource]
■260 ▼a[S.l.]:▼bMichigan State University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(153 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: A.
■500 ▼aAdvisor: Stein, Kristy Cooper.
■5021 ▼aThesis (Ph.D.)--Michigan State University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis study examines how affective (student-teacher relationships) and sociological factors (race) interact in educational settings to shape differential educational experiences for diverse subgroups. Studying these factors in isolation only partially explains the mechanisms that drive outcomes for students, especially those belonging to traditionally marginalized communities.Specifically, this study explores the influence of positive and negative student-teacher relationships on chronic absenteeism for early graders, and whether these associations differ for students who are and are not of the same race as their teacher. This study has the unique advantage of using the nationally representative Early Childhood Longitudinal Study: Kindergarten Class of 2011 (ECLSK:2011) panel data (N=16,980) collected by the National Center for Education Statistics (NCES). The availability of ECLSK:2011, with currently available data from five waves of data collection, enables the robust analysis presented in this study.First, this study finds that good relationships have a negative association with chronic absenteeism and bad relationships have a positive association with chronic absenteeism. Second, this study finds that all teachers perceive their relationships to be less positive and more negative with Black students than with White students. Further, White teachers perceive their relationships with Black students to be less positive and more negative than with White students, implying that the racial identity of Black students influences their relationships with their teachers.And lastly, the study finds that Black students assigned to White teachers are more likely than White students assigned to White teachers to be chronically absent. This is confirmation of the adverse racial mismatch effect on absenteeism for Black students. Further, the effect of conflict on the likelihood of chronic absenteeism for the White student - White teacher group is positive, while the effect of conflict on the Black student - White teacher is negative. That is, while conflict positively predicts absenteeism for White students assigned to White teachers, higher conflict predicts a lower likelihood of absenteeism for Black students assigned to White teachers.The findings imply that classroom interactions and teacher perceptions affect the behaviors of students and potentially their parents. Further, this study suggests while the effect the poor relationships is negative for students in general, the effect of conflict is reversed for Black students with White teachers, which is unanticipated and needs more examination. Perhaps, White parents and Black parents are responding differently to student-teacher relationships formed in school. Ultimately, these findings elevate the role of affective factors in education research, highlighting the importance of cultivating positive student-teacher relationships in classrooms across varying school contexts and racial lines toward improving student outcomes.
■590 ▼aSchool code: 0128.
■650 4▼aEducation policy.
■650 4▼aElementary education.
■653 ▼aAbsenteeism
■653 ▼aRace-match
■653 ▼aRacial differences
■653 ▼aSecondary data analysis
■653 ▼aStudent-teacher relationships
■690 ▼a0458
■690 ▼a0524
■71020▼aMichigan State University▼bEducational Policy - Doctor of Philosophy.
■7730 ▼tDissertations Abstracts International▼g85-01A.
■773 ▼tDissertation Abstract International
■790 ▼a0128
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16934013▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
