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- Title
How school belongingness in diverse students moderates student perceptions of teachers' cultural humility in predicting student–teacher working alliance.
- Authors
Slaton, Chayla R.; Lammers, William; Park, Anna
- Abstract
Student–teacher relationships and school belongingness are both strong predictors for students' academic success (Goodenow & Grady, 1993; Hattie, 2009). Experiences related to their cultural identities also inform how they perceive their educational environment (Kutsyuruba et al., 2015) and may also predict academic success. Although current literature supports all three constructs as separate predictors of academic success, the current study examined the relationship between student perceptions of their teacher's cultural humility and student–teacher working alliance, with student perceptions of school belonging as a moderator. Sixth‐grade students from an urban, central Arkansas middle school (n = 334) considered a teacher with whom they had prolonged contact (e.g., two interactions a day, including mentoring and academic instruction), and responded to questions from three scales, the Cultural Humility Scale (predictor), the Classroom Working Alliance Inventory (outcome), and the Psychological Sense of School Membership (moderator). Results showed that student perceptions of teacher's cultural humility predicted student–teacher working alliance and that this relationship was slightly stronger for those students with low levels of school belongingness. The importance of all three variables in understanding student success has implications for teacher and school psychologist training programs. Practitioner points: Student perception of their teacher's cultural humility is positively correlated with student–teacher working alliance in an educational setting.A student's level of perceived school belongingness slightly moderates the relationship between their teacher's cultural humility and student–teacher working alliance.There is value in expanding the notion of culture to include any aspect that a person feels is central to their identity.
- Subjects
ARKANSAS; CULTURAL humility; TEACHER-student relationships; PSYCHOLOGY of students; HUMILITY; TEACHERS; SCHOOL psychologists; SCHOOL environment
- Publication
Psychology in the Schools, 2023, Vol 60, Issue 7, p2360
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.22862