Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

The Critical Role of Teacher Emotional Support for Latinx Students


by Rebeca Mireles-Rios, Odelia Simon & Karen Nylund-Gibson - 2020

Background/Context: The relationship between perceived discrimination and studentsí 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 studentsí 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 studentsí 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.



To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase The Critical Role of Teacher Emotional Support for Latinx Students
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 122 Number 12, 2020, p. -
https://www.tcrecord.org ID Number: 23493, Date Accessed: 2/25/2021 5:24:51 AM

Purchase Reprint Rights for this article or review
 
Article Tools
Related Articles
There are no related articles to display

Related Discussion
 
Post a Comment | Read All

About the Author
  • 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.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS