Background A longitudinal study completed by researchers Fitzpatrick, Côté-Lussier, Pagani, and Blair was entitled “I Don’t Think You Like Me Very Much: Child Minority Status and Disadvantage Predict Relationship Quality with Teachers” and was published in 2015. This study attempted to advance the theory of developmental systems that consider the interaction between a child and teacher to be shaped by attributes of each student, the nature of the communication, and the environment. The purpose of this study was to determine if there exist teacher bias and prejudice of students considered to be disadvantaged often resulting in a negative relationship. According to Fitzpatrick et al. (2015) a positive student to teacher relationship has the potential to for the student to show higher levels of motivation within the classroom setting, therefore academically performing better when compared with those students having a negative teacher relationship.
Fitzpatrick et al. (2015) collected data from a variety of sources including statistical data conducted by the Quebec Longitudinal Study of Child Development (QLSCD), socioeconomic status information, gender, and minority status. Participants were randomly selected using a stratified sample throughout various waves of data collection …show more content…
(2015) sought to determine whether a student’s appearance regarding ethnicity and disadvantage contributed to poor student-teacher relationships. Many minority students from low socioeconomic backgrounds appear to experience academic problems and behavior problems and are considered at-risk for developing negative relationships with teachers. Considered an independent variable, the term disadvantaged in this study was characterized by lacking adequate clothing or food, chronic absences or tardiness, and tiredness. Other independent variables included socioeconomic and minority status. Control variables included classroom engagement and Number Knowledge
Fitzpatrick et al. (2015) collected data from a variety of sources including statistical data conducted by the Quebec Longitudinal Study of Child Development (QLSCD), socioeconomic status information, gender, and minority status. Participants were randomly selected using a stratified sample throughout various waves of data collection …show more content…
(2015) sought to determine whether a student’s appearance regarding ethnicity and disadvantage contributed to poor student-teacher relationships. Many minority students from low socioeconomic backgrounds appear to experience academic problems and behavior problems and are considered at-risk for developing negative relationships with teachers. Considered an independent variable, the term disadvantaged in this study was characterized by lacking adequate clothing or food, chronic absences or tardiness, and tiredness. Other independent variables included socioeconomic and minority status. Control variables included classroom engagement and Number Knowledge