Socioeconomics, Social Capital, and Culture: Voluntary Immigrant Minority Status and Hispanic Students' Perceptions of Teacher Expectations and Teacher-Student Relationships
Abstract
The objective of this research is to determine to what extent Hispanic students'
perspectives of teachers' expectations and teacher-student relationships are shaped by
their status as voluntary minority immigrants. Drawing on quantitative survey data from
high school students in Kalamazoo, Michigan, the researcher seeks to distinguish
between the influences of culture and social and economic factors. The study found that
factors such as family income and parental education background are positively
associated with more positive perceptions for white students, but less influential for
minority students. In the case of Hispanics, family income and parental education
background had almost no noticeable effect on students' perceptions of teachers'
expectations or student-teacher relationships.
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