Positive school outcome related to similarity in students' and teachers' family backgrounds.

摘要

In an attempt to assess the relationship between the similarity of family backgrounds of teachers and students and academic outcome and attendance, 101 seventh graders and 20 of their teachers were asked to complete the Self-Report Family Inventory. Additionally, in an attempt to assess the way teachers' and students' perceptions of each other are related to the similarity in their family backgrounds, the students were asked to rate their teachers using three perception questions on the Students Perception of Teachers Questionnaire. Teachers' expectancies and their subjective attitudes toward the students were inferred by the degree to which teachers' grades deviated from the students' achievement on the objective final exam. The results of the perception questionnaires, three six-week grades, the grades on the final exam, the final grade for the fall semester, and the number of absences of each student in the classes of each participating teacher were recorded. Similarity of family backgrounds was associated with the grading practices of teachers. Attending classes with teachers with a similar family background was associated with receiving higher grades on the first six week report card. This special relationship was either translated to continued differential grading during the semester or an improved achievement on the final exam. The data also revealed an effective teacher profile and a successful student profile based on their reported family typology. Students who attended classes with teachers who reported coming from a family background with well developed relationship skills, where close relationships between family members was cherished, and where moderate levels of overt expression of feelings were permitted, achieved better results on the final exam. Students that reported coming from a family background where engaging in ongoing overt conflicts was permitted, had lower achievement but attended school more regularly. Additionally, student perceptions of teachers were highly related to teachers' family backgrounds and student profiles. Teachers whose family backgrounds emphasized relationships and healthier emotional expressiveness skills were rated by students more positively. Students who came from family backgrounds where relationships were not emphasized and overt expression of feelings was not valued rated teachers more negatively.