Abstract:
Teacher-student relationships are considered influential for academic achievement
and motivation, particularly for students of minority and low socio-economic groups.
Teacher care is an essential component of effective teacher-student relationships.
This study examined factors that contribute to developing and maintaining caring
teacher-student relationships in low socio-economic multicultural classrooms (Maori,
Pasifika, New Zealand European). Three areas of teacher care were explored: care
for students as individuals, their mathematical progress, and for students as
culturally located individuals.
The sample comprised three urban schools, one class and one teacher in each
school for each of two years (six Year 10 mathematics teachers and their classes in
total). Three data collection periods were used: the initial four weeks of the school
year, and two weeks late in each of school terms 2 and 3. Each data collection
period included classroom observations, teacher and student interviews, and
teacher and student questionnaires.
Within a holistic context of classroom well being, characteristics of caring teacherstudent
relationships were found to fit within four dispositional aspects (liking,
respecting, and being tolerant of each other, and being able to reflect one's personal
identity), and four themes (knowing each other as people, knowing each other as
learners, knowing each other's cultures, and enhancing feelings of cultural identity).
Specific classroom practices found to be supportive of respectful caring teacher-student
relationships included using humour, one-to-one teacher-student interactions, making
opportunities for sharing personal identities, and expecting mathematical progress.
Mixed results were obtained regarding how deeply students value their heritage
cultures, whether or not they believe these are well reflected in their schools and
classrooms, and the extent to which they would like them to be reflected in these
places.
There is evidence that for many Maori, Pasifika, and low socio-economic students,
mathematics teachers can enhance students' motivation and mathematical
achievement by using explicitly caring practices. Teachers must acknowledge and
attend to caring teaching approaches to maximise their students' progress in, and
enjoyment of, mathematics.
