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Intergenerational Bonding in School: The Behavioral and Contextual Correlates of Student-Teacher Relationships

Citation

Crosnoe, 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.

Abstract

To 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.

URL

http://dx.doi.org/10.1177/003804070407700103

Reference Type

Journal Article

Year Published

2004

Journal Title

Sociology of Education

Author(s)

Crosnoe, Robert
Johnson, Monica Kirkpatrick
Elder, Glen H., Jr.