Abstract
Paying attention to students' Funds of Identity (FoI) has the potential to minimize the discontinuity between school and home. This study explored how teacher attention to students' FoI relates to student outcomes (motivation, well-being, growth mindset, and citizenship), and how relationships differ between native and migrant students. Multilevel analyses of student questionnaires (N = 533; 31 classes) from 24 Dutch primary schools show significant positive relationships between teacher attention to sub-categories of students’ FoI and outcomes, and reveals differences in outcomes for migrant and native students. Our study presents a reliable questionnaire on FoI for further research in this field.
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