Latino and White Students' Perceptions of Teacher Behaviors That Convey Caring: Do Gender and Ethnicity Matter?

Authors

  • Rubén Garza Texas State University - San Marcos
  • Martha N. Ovando University of Texas at Austin
  • Claire E. Seymour Texas State University - San Marcos

Abstract

Knowing how to improve educational experiences for students through the construct of caring, especially those that are often disconnected from access to an equal education, may be one way to improve their success. This paper reports on the findings from a study conducted to measure Latino and White high school students' perceptions of teacher behaviors that convey caring and the influence of students' gender and ethnicity on those perceptions. Results suggest that gender is an influential variable, and while ethnicity was not statistically significant overall, there was some significance at the item level.

Author Biographies

Rubén Garza, Texas State University - San Marcos

Curriculum & Instruction Assistant Professor

Martha N. Ovando, University of Texas at Austin

Educational Administration L.D. Haskew Centennial Fellow Professor and Graduate Advisor

Claire E. Seymour, Texas State University - San Marcos

Curriculum & Instruction Graduate Student

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Published

2010-02-02

How to Cite

Garza, R., Ovando, M. N., & Seymour, C. E. (2010). Latino and White Students’ Perceptions of Teacher Behaviors That Convey Caring: Do Gender and Ethnicity Matter?. Current Issues in Education, 13(1). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/258

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Section

Articles