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Disadvantaged and visible minority students may be less likely to benefit from supportive relationships with teachers

Fitzpatrick, Caroline (2015) Disadvantaged and visible minority students may be less likely to benefit from supportive relationships with teachers. USApp - American Politics and Policy Blog (08 Sep 2015). Blog Entry.

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Abstract

Children’s success at school helps to lay the groundwork for career and personal success; the continued underperformance of disadvantaged and racial minority students is therefore of great concern to policymakers. In new research using data from a longitudinal child development survey in Quebec, Caroline Fitzpatrick and her co-authors found that race and appearance contribute to academic adjustment problems regardless of how academically talented students are, and that this may at least partially stem from conflict with, and lack of support from, their teachers.

Item Type: Online resource (Blog Entry)
Official URL: http://blogs.lse.ac.uk/usappblog/
Additional Information: © 2015 The Author(s) CC BY-NC 3.0; Online
Divisions: LSE
Subjects: H Social Sciences > HT Communities. Classes. Races
H Social Sciences > HV Social pathology. Social and public welfare. Criminology
J Political Science > JK Political institutions (United States)
L Education > LB Theory and practice of education
Sets: Collections > LSE American Politics and Policy (USAPP) Blog
Date Deposited: 08 May 2017 08:41
Last Modified: 20 Feb 2019 16:14
URI: http://eprints.lse.ac.uk/id/eprint/75805

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