Cultural Responsiveness and Teacher-Student Relationships in Urban Charter Public Schools
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| Title: | Cultural Responsiveness and Teacher-Student Relationships in Urban Charter Public Schools |
|---|---|
| Language: | English |
| Authors: | Chavez Phelps (ORCID |
| Source: | Education and Urban Society. 2026 58(5):612-628. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Office of Justice Programs (OJP) (DOJ) |
| Contract Number: | 2015CKBX0020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Teacher Student Relationship, Urban Schools, Public Schools, Culturally Relevant Education, Grade 3, Grade 4, Grade 5, African American Students, Minority Group Teachers, Ethnicity, Low Income Students, Charter Schools |
| DOI: | 10.1177/00131245261421205 |
| ISSN: | 0013-1245 1552-3535 |
| Abstract: | Cultural responsiveness and teacher-student relationships are important to establishing a healthy, positive school climate. Few studies have examined the relationship between teacher-student relationships and cultural responsiveness. Also, little is known about the moderating effect the number of ethnic minority school teachers has on culturally responsive practices and teacher-student relationships in schools with predominantly low-income Black student populations. Limited research studies have examined how the number of years teaching influences teacher-student relationships and culturally responsive practices. The participants included 174 classroom teachers and 1,365 students from Grades 3 to 5 in charter schools in a southern urban city. Results revealed that teacher cultural responsiveness can predict the quality of teacher-student relationships. Further, findings suggested there were no moderating effects of the number of ethnic minority school staff on culturally responsive practices and teacher-student relationships. Also, the results suggested no differences between cultural responsiveness and teacher-student relationships between less experienced and more experienced teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505708 |
| Database: | ERIC |
| Abstract: | Cultural responsiveness and teacher-student relationships are important to establishing a healthy, positive school climate. Few studies have examined the relationship between teacher-student relationships and cultural responsiveness. Also, little is known about the moderating effect the number of ethnic minority school teachers has on culturally responsive practices and teacher-student relationships in schools with predominantly low-income Black student populations. Limited research studies have examined how the number of years teaching influences teacher-student relationships and culturally responsive practices. The participants included 174 classroom teachers and 1,365 students from Grades 3 to 5 in charter schools in a southern urban city. Results revealed that teacher cultural responsiveness can predict the quality of teacher-student relationships. Further, findings suggested there were no moderating effects of the number of ethnic minority school staff on culturally responsive practices and teacher-student relationships. Also, the results suggested no differences between cultural responsiveness and teacher-student relationships between less experienced and more experienced teachers. |
|---|---|
| ISSN: | 0013-1245 1552-3535 |
| DOI: | 10.1177/00131245261421205 |
