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The Critical Role of Teacher Emotional Support for Latinx Students

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Title: The Critical Role of Teacher Emotional Support for Latinx Students
Language: English
Authors: Mireles-Rios, Rebeca, Simon, Odelia, Nylund-Gibson, Karen
Source: Teachers College Record. 2020 122(12).
Availability: Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Peer Reviewed: Y
Page Count: 32
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Hispanic American Students, Student Needs, Teacher Role, Racial Discrimination, Racial Differences, Gender Differences, High School Students, High School Teachers, Teacher Influence, Academic Achievement, Emotional Response, Correlation
ISSN: 0161-4681
Abstract: Background/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.
Abstractor: As Provided
Entry Date: 2021
Access URL: https://www.tcrecord.org/Content.asp?ContentId=23493
Accession Number: EJ1305446
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Critical Role of Teacher Emotional Support for Latinx Students
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Mireles-Rios%2C+Rebeca%22">Mireles-Rios, Rebeca</searchLink><br /><searchLink fieldCode="AR" term="%22Simon%2C+Odelia%22">Simon, Odelia</searchLink><br /><searchLink fieldCode="AR" term="%22Nylund-Gibson%2C+Karen%22">Nylund-Gibson, Karen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teachers+College+Record%22"><i>Teachers College Record</i></searchLink>. 2020 122(12).
– Name: Avail
  Label: Availability
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  Data: Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
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  Data: Y
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  Label: Page Count
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  Data: 32
– Name: DatePubCY
  Label: Publication Date
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  Data: 2020
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Discrimination%22">Racial Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
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  Data: 0161-4681
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/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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  Label: Abstractor
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  Data: As Provided
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  Data: 2021
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  Data: EJ1305446
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
    Subjects:
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Racial Discrimination
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      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Teacher Influence
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Emotional Response
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      – SubjectFull: Correlation
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      – TitleFull: The Critical Role of Teacher Emotional Support for Latinx Students
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            NameFull: Nylund-Gibson, Karen
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