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How Do I Get on With my Teacher? Affective Student-Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools.
- Source :
-
The British journal of educational psychology [Br J Educ Psychol] 2022 Jun; Vol. 92 (2), pp. e12457. Date of Electronic Publication: 2021 Sep 08. - Publication Year :
- 2022
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Abstract
- Background: Despite the growing body of research concerning affective relationships between teachers and ethnic minority students, very little is known about student-teacher relationship (STR) quality for religious minority students. Many Islamic schools have a mixed workforce consisting of both Muslim and non-Muslim teachers. This means that the quality of religiously congruent and religiously incongruent STRs can be directly compared.<br />Aims: We investigated whether the quality of the STR experienced by Dutch Islamic school students depended on the religious background of their teacher (Muslim vs. non-Muslim). We also examined the role of teachers' implicitly measured attitudes towards Muslims as a possible explanation for differences in relationship quality.<br />Sample: Participants were 707 students (56.9% female) from 35 classes (Grade 3-6) (M <subscript>age</subscript> = 10.02 years, SD = 1.25) and their 35 teachers (85.7% female; M <subscript>age</subscript> = 32.94 years, SD = 6.37).<br />Methods: Students reported on the quality of the relationship with their teacher (closeness, conflict, and negative expectations), and teachers' implicit attitude towards Muslims (vs. non-Muslims) was measured with an Implicit Association Test.<br />Results: Students reported relatively high levels of closeness and low levels of conflict and negative expectations for both Muslim and non-Muslim teachers. Conflict was slightly higher in religiously incongruent STRs, but only when teachers' implicitly measured attitude towards Muslims (vs. non-Muslims) was included in our model.<br />Conclusion: Results of this study indicate that religious incongruence does not play a major role in STR quality in Islamic primary education.<br /> (© 2021 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)
Details
- Language :
- English
- ISSN :
- 2044-8279
- Volume :
- 92
- Issue :
- 2
- Database :
- MEDLINE
- Journal :
- The British journal of educational psychology
- Publication Type :
- Academic Journal
- Accession number :
- 34496031
- Full Text :
- https://doi.org/10.1111/bjep.12457