The role of caring in the teacher-student relationship for at-risk students

Chandra L Muller

Research output: Contribution to journalArticle

69 Citations (Scopus)

Abstract

This study uses information from both teachers and students to explore how the perceptions of each other's investment in the relationship affects the productivity of the relationship. Using the National Longitudinal Study of 1988 (NELS), I analyze the conditions and academic consequences of students' investment in the relationship with teachers and school. I find that teachers' perceptions that the student puts forth academic effort and students' perceptions that teachers are caring are each weakly associated with mathematics achievement for most students. For students who are judged by their teachers as at risk of dropping out of high school, however, the value for math achievement of having teachers who care is substantial and mitigates against the negative effect of having been judged as at risk. The results suggest that social capital, as defined by a relationship that facilitates action, is especially high for at-risk students who feel their teachers are interested, expect them to succeed, listen to them, praise their effort, and care.

Original languageEnglish (US)
Pages (from-to)241-255
Number of pages15
JournalSociological Inquiry
Volume71
Issue number2
DOIs
StatePublished - Jan 1 2001

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student teacher
teacher
student
school
social capital
longitudinal study
productivity
mathematics
Values

ASJC Scopus subject areas

  • Sociology and Political Science

Cite this

The role of caring in the teacher-student relationship for at-risk students. / Muller, Chandra L.

In: Sociological Inquiry, Vol. 71, No. 2, 01.01.2001, p. 241-255.

Research output: Contribution to journalArticle

Muller, Chandra L. / The role of caring in the teacher-student relationship for at-risk students. In: Sociological Inquiry. 2001 ; Vol. 71, No. 2. pp. 241-255.
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