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Gepubliceerd in:

03-10-2022 | Original Paper

Parents’ Perceptions of Culturally Responsive Teacher Practices and Elementary Children’s Mental Health and Well-Being

Auteurs: Aijah K. B. Goodwin, Anna C. J. Long

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 3/2023

Abstract

The opposition to culturally responsive teaching practices in the media overshadows the importance and benefits of these practices for minoritized children and families, given the disparate mental health and educational disparities for students of color. Therefore, this study assessed the relationship between parents’ and legal guardians’ perceptions of culturally responsive teaching practices to the perceptions of their elementary-aged children’s mental health and well-being. This study also aimed to investigate the buffering role of culturally responsive teaching practices on the relationship between school discrimination and children’s mental health outcomes. One hundred thirty-one diverse parents and legal guardians with children in elementary school (M_age = 8.05) were recruited for participation. According to parents and legal guardians, teachers’ culturally responsive practices were positively associated with children’s prosocial behaviors and significantly moderated the relationship between discrimination and mental health, including internalizing behaviors. This study provides crucial information regarding cultural variables that should be considered in school professional development and educator practices for elementary-aged children.

vorige artikel The Interaction Between Adolescent Cyber Dating Abuse and Parenting on Mental Health Outcomes

volgende artikel Household Social Needs, Emotional Functioning, and Stress in Low-Income Latinx Children and their Mothers

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Titel: Parents’ Perceptions of Culturally Responsive Teacher Practices and Elementary Children’s Mental Health and Well-Being
Auteurs: Aijah K. B. Goodwin
Anna C. J. Long
Publicatiedatum: 03-10-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 3/2023
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-022-02454-3

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