CitationCrosnoe, Robert; Johnson, Monica Kirkpatrick; & Elder, Glen H., Jr. (2004). Intergenerational Bonding in School: The Behavioral and Contextual Correlates of Student-Teacher Relationships. Sociology of Education, 77(1), 60-81.
AbstractTo explore the significance of social integration in the educational system, this study examined whether student-teacher relationships predicted two important student behavioral outcomes (academic achievement and disciplinary problems); whether these within-school intragenerational relationships were predicted by the structural, compositional, and climate-related characteristics of schools; and how the behavioral and contextual correlates of student-teacher relationships varied by race-ethnicity. Our findings, based on nationally representative panel data, indicated that stronger intergenerational bonding in school was associated with higher academic achievement, especially for Hispanic American girls, and with a lower likelihood of disciplinary problems, especially for white girls. Moreover, these intragenerational bonds were stronger in schools with several characteristics (private sector, greater racial-ethnic matching between students and the student body, greater perceived safety, and lower socioeconomic status), although these associations also differed by race-ethnicity.
Reference TypeJournal Article
Journal TitleSociology of Education
Johnson, Monica Kirkpatrick
Elder, Glen H., Jr.