Perceived teacher-student interpersonal relationships in Dutch multi-ethnic classes

Abstract

Research on students' perceptions of the teacher-student interpersonal relationship in multi-ethnic classes is scarce in Europe. This study compares students' perceptions in multi-ethnic classes in The Netherlands with those in mainstream Dutch classes and investigates differences in perceptions between students with various ethnic backgrounds. Perceptions were mapped in terms of 2 dimensions: influence (the degree of teacher control) and proximity (the degree of cooperation between teacher and students). Data were collected from students in 114 multi-ethnic classes in Dutch secondary education. Results showed that teachers in multi-ethnic classes were perceived higher on influence and proximity compared to teachers in mainstream classes. Moreover, Moroccan students perceived their teachers as more dominant than students from other countries. Students with a Surinamese background perceived their teachers relatively high on the proximity dimension.