Jantine L. Spilt|Jan N. Hughes
African American Children at Risk of Increasingly Conflicted Teacher–Student Relationships in Elementary School
KU Leuven|Mitchell Institute|Texas A&M University
previous studies found different trajectories conflicted relationships teachers predictive academic underachievement however little known places children risk atypical conflict trajectories followup study examines whether african american ethnicity iq ses unique predictors teacherstudent conflict trajectories taking account sociobehavioral predictors including aggression prosocial behavior study included ethnically diverse sample 657 academically atrisk children previously four latent growth classes conflict trajectories grades 15 predictive underachievement identified followup study 6 predictors examined african american ethnicity ses iq independent assessment inhibitory control performance measure aggression prosocial behavior peer assessment results demonstrated african american ethnicity iq ses uniquely predicted atypical conflict trajectories controlling sociobehavioral predictors african american children risk increasingly conflicted relationships elementary school teachers found increase risk academic underachievement middle school