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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 0009-0003-7955-0135), Samantha Francois, Kenneth G. Rice, Courtney N. Baker, Stacy Overstreet
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
FullText Text:
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PubType: Academic Journal
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  Data: Cultural Responsiveness and Teacher-Student Relationships in Urban Charter Public Schools
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  Data: <searchLink fieldCode="AR" term="%22Chavez+Phelps%22">Chavez Phelps</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-7955-0135">0009-0003-7955-0135</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samantha+Francois%22">Samantha Francois</searchLink><br /><searchLink fieldCode="AR" term="%22Kenneth+G%2E+Rice%22">Kenneth G. Rice</searchLink><br /><searchLink fieldCode="AR" term="%22Courtney+N%2E+Baker%22">Courtney N. Baker</searchLink><br /><searchLink fieldCode="AR" term="%22Stacy+Overstreet%22">Stacy Overstreet</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Urban+Society%22"><i>Education and Urban Society</i></searchLink>. 2026 58(5):612-628.
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 17
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
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  Data: Office of Justice Programs (OJP) (DOJ)
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  Data: 2015CKBX0020
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Charter+Schools%22">Charter Schools</searchLink>
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  Data: 10.1177/00131245261421205
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  Data: 0013-1245<br />1552-3535
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1505708
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        Value: 10.1177/00131245261421205
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 612
    Subjects:
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Public Schools
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: African American Students
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      – SubjectFull: Minority Group Teachers
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      – SubjectFull: Ethnicity
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      – SubjectFull: Low Income Students
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      – SubjectFull: Charter Schools
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      – TitleFull: Cultural Responsiveness and Teacher-Student Relationships in Urban Charter Public Schools
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