The role of child gender and ethnicity in teacher–child relationship quality and children's behavioral adjustment in preschool

By Allison R. Ewing, Angela R. Taylor. 2009

284 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d99067d1f965bc95bc77d289562ada34ca062280

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In Clinical Psychology

In Education

Citations in the corpus

Teacher–Child Interactions in Infant/Toddler Child Care and Socioemotional Development (2015, background): “…social skills is strongest when teachers and children are the same ethnicity, perhaps indicating some benefit to social development when caregivers share similar cultural beliefs and practices (Burchinal & Cryer, 2003); however, evidence in this area is mixed (e.g., Ewing & Taylor, 2009).”
A case study of gendered play in preschools: how early childhood educators’ perceptions of gender influence children's play (2016, background): “Fagot and Patterson (1969) found that educators were more likely to interact with children when involved in indoor play, as opposed to outdoor play or construction.”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “Peisner-Feinberg, Pianta, & Howes, 2002; Pallock & Lamborn, 2006), whereas other studies report no effects of students’ ethnicity (Cornelius-White, 2007; Ewing & Taylor, 2009; Hamre & Pianta, 2001; Vedder, Boekaerts, & Seegers, 2005).”
A Systematic Review of Teacher–Child Interactions With Multilingual Young Children (2019, background): “Ewing and Taylor (2009) showed that the relation between teacher–child interactions and behavioral outcomes was the same for children from different language backgrounds.”
Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage (2012, background): “By contrast, boys may generally accept conﬂict-related relationships more than girls (Ewing & Taylor, 2009).”