EXAMINING HOW RACE MEDIATES TEACHER-STUDENT RELATIONSHIPS

Abstract

This study focused on the role that race plays in Teacher-Student Relationships (TSRs). The study took place at a middle school in North Texas. A racially diverse group of teachers at the school was interviewed regarding their stances on establishing relationships with their students as well as their experiences and views of race and racial injustice in education. A racially diverse group of students completed a questionnaire regarding the quality of TSRs they experienced in the classroom and the role that race played in these experiences. The data from the teacher interviews were coded and cross-referenced with the student questionnaire data. Data analysis revealed that the Black, White and Asian students appeared to be generally content with the TSRs that they experienced and did not see race as an influential factor in the formation of these relationships. The Latino students showed some indications that their race impeded the formation of successful TSRs with the teachers at their school. The study concludes with suggestions on ways in which research should continue to move beyond the Black/White Binary when examining student experiences concerning race.