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The Critical Role of Teacher Emotional Support for Latinx Students by Rebeca Mireles-Rios, Odelia Simon & Karen Nylund-Gibson - 2020Background/Context: The relationship between perceived discrimination and students’ academic outcomes is well established, showing the negative effects of experiences of discrimination. Although much attention has focused on how to temper these effects for students, few studies have focused on the potential role that teachers can play in lessening the effects of discrimination on student outcomes.
Purpose/Objective/Research Question/Focus of Study: In this study, we look at the intersection of race/ethnicity and gender by examining at how Latinx male and female high school students’ academic outcomes, such as grade point average, are impacted by their perceived level of discrimination and teacher support.
Research Design: Using an intersectional framework, this study uses data from 783 Latinx adolescents (Mage = 16.01 years) in the United States. Specifically, we examine the moderating role of perceived teacher support on the relationship between students’ discrimination and their academic performance using a moderated factor analysis approach.
Findings/Results: Results indicate that the items that measure perceived discrimination and teacher support do not function in the same way for Latinx male and female adolescents and that emotional teacher support buffers the negative relationship between discrimination and academic performance for Latinx males.
Conclusions/Recommendations: We argue the need to construct measures and approach interventions in the areas of discrimination and teacher support that would allow us to better identify how to support Latinx adolescents in the most effective ways.
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- Rebeca Mireles-Rios
University of California, Santa Barbara
E-mail Author
REBECA MIRELES-RIOS, Ph.D., is an assistant professor in the Gevritz School at the University of California, Santa Barbara. Her research focuses on the educational expectations of Latina/o/x students and their connections to parent and teacher support. Her publications have appeared in peer-reviewed outlets, including American Educational Research Journal, Developmental Psychology, and Latinos and Education.
- Odelia Simon
University of California, Santa Barbara
E-mail Author
ODELIA SIMON is a PhD candidate in the Gevritz School at the University of California, Santa Barbara. Her research interests include measurement invariance and application of latent variable models and student math identity. Her peer-reviewed publications include Journal of Education for Students Placed at Risk (JESPAR), Journal of Social Sciences, and the Creativity Research Journal.
- Karen Nylund-Gibson
University of California, Santa Barbara
E-mail Author
KAREN NYLUND-GIBSON, Ph.D., is an associate professor in the Gevritz School at the University of California, Santa Barbara. Her research helps to bridge the gap between advanced statistical literature and application of these models to substantive issues. Her publications have appeared in numerous peer-reviewed publications, including Structural Equation Modeling, Journal of Higher Education, and Child Development.
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