Les relations élèves-enseignants et les attitudes des enseignants : contribution du statut générationnel et de la région d’origine
Students' perceptions of their relationships with their teachers and their attitudes towards them are known to be associated with student academic success, particularly for students with an immigrant background. Despite the increase in immigration and the interest in the academic experiences of these students, a limited amount of quantitative research has examined how these students perceive their teachers’ attitudes and practices in Quebec. The aim of this study is, therefore, to examine students’ perceptions of the level of closeness and conflict in their relationships with teachers, as well as their perceptions of teachers' expectations of success and negative feedback towards them. More specifically, the study examines whether there are distinctions in these perceptions between 1st, 2nd, and 3rd generation students and between students of Haitian, North African and Canadian origin. It also explores whether there is an interaction between generational status and the region of origin on students' perceptions. Data were collected from 819 students in 8 different high schools in the province of Quebec. Results show that 2nd generation students, compared to their 3rd generation peers, consider their relationships with teachers to be less warm. Also, 1st generation students perceive slightly higher expectations of success among their teachers than non-immigrant students. These students also feel that they are receiving more negative feedback from teachers. In addition, students from Haiti report less closeness with teachers and, for students of 2nd generation, they are more likely to perceive lower teachers’ expectations toward them. The implications of these results for practice and research are discussed.
Immigration Student teacher relationship Teacher attitudes Student perception