DOI

https://doi.org/10.25772/Y83V-VY30

Author ORCID Identifier

https://orcid.org/0000-0002-8058-0804

Defense Date

2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Education

First Advisor

Dr. Sharon Zumbrunn

Abstract

The current research on emotional engagement and teacher-student relationship is abundant and acknowledges education as an environment that thrives on social interactions and causes a variety of emotions to be present in the classroom. However, research on the relationship between Black and Latinx students’ teacher-student relationships and students’ emotional engagement and interest in science in urban middle school science classrooms remains scarce. Unfortunately, Black and Latinx students often experience a) mixed social interactions with their teachers, b) a lack of relatability to science instruction, and c) a combination of positive and negative emotions during science instruction and activities. This phenomenological, qualitative study aimed to highlight science teachers’ and Black and Latinx students’ experiences and perspectives on the factors that influence their teacher-student relationships, students' emotional engagement, interest in science in an urban middle school. The questions that guided this dissertation were: 1) How do Black and Latinx students describe the factors that help or hinder their teacher-student relationships, emotional engagement, and interest in middle school science classrooms? and 2) How do science teachers describe the factors that help or hinder their teacher-student relationships, emotional engagement, and interest in middle school science classrooms? One on one interviews were conducted with a conveniently sample of science teachers (n = 5) and Black and Latinx students (n = 8). Discourse analysis added significance to the one-on-one interviews by examining the language used in regard to identity, activity, and relationships. The two major factors identified by students in the data included a) emotional awareness and support; and b) teacher personalities and caring characteristics. The three major factors that were mentioned by teachers were: understanding emotional awareness, engagement, and support, understanding their students and displaying that teachers care, and implementing relatable, collaborative, and hands-on activities. Additionally, two sub-themes emerged from the teacher interviews: a) understanding trust development through relatability, consistency, and reciprocity; and b) providing purposeful feedback.

Rights

© The Author

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

8-11-2023

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