Disentangling the Role of Migration Background and SES in Student-Expected Interpersonal Teacher Behavior.

ABSTRACT: We investigated student-expected differences in teachers' interpersonal behavior toward fictitious classmates with different migration and socioeconomic backgrounds, with teacher beliefs as potential moderators. Sixty-eight teachers (M_age = 41.55, 70.6% female), and 1186 students in Grades 4-6 (M_age = 10.17, 47.8% girls) participated. A conjoint experiment systematically investigated the relative effects of classmates' migration background and socioeconomic characteristics (parental income, education, and the child's favorite hobby) on students' expectations of teachers' nice and angry behavior toward those classmates. Bayesian posterior distributions of Marginal Means were calculated for each child characteristic. Students expected teachers to behave more positively

SUBMITTER: Boer I 

PROVIDER: S-EPMC12451258 | biostudies-literature | 2025 Sep

REPOSITORIES: biostudies-literature