Ethnic incongruence and the student-teacher relationship. The perspective of ethnic majority teachers

Abstract

Among 36 ethnic-Dutch school teachers in the Netherlands, the present study examined the role of ethnic incongruence in perceived student–teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 ethnic-Dutch students attending grades 4 through 6 (Mage = 10.81 years, SD = 1.05). On average, relationships were less favorable for the Moroccan-Dutch students only. However, the effects of ethnic incongruence were most pronounced among students with strong perceived inattention/hyperactivity and among teachers endorsing lower levels of multiculturalism (the view that different cultures deserve equal treatment). Results support the notion that ethnically incongruent relationships may be perceived as less favorable than ethnically congruent ones due to cultural misunderstandings and intergroup bias. Practical implications are discussed.