Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

An Intersectionality Framework on the Role of Student-Teacher Relationships on Student Social Outcomes

Kenji R Madison, University of Nebraska - Lincoln


This research aimed to build on the great wealth of knowledge on student-teacher relationships, social competence, and peer outcomes while utilizing a different approach integrating race and gender. The view of intersectionality may influence those who join in reading this research to consider race coupled with student gender as a strong influence affecting the formation of a relationship as instrumental as the student-teacher relationship. In a sample of 10,886 (8489 White, 2397 Black) students from third to fifth grade, the research completed three aims: characterizing the relationship between teacher rated closeness and conflict and students’ social outcomes in fourth and fifth grades; to establish whether the students’ race and gender contributed to student-teacher closeness and conflict and their mediating effect on students’ outcomes; to determine whether there was a mediating role of students’ social self-perception in the fourth grade on the effects of third-grade teacher-rated closeness and conflict on fifth-grade social outcomes. The following findings emerged from the study: (a) there is a longitudinal effect of early student-teacher relationships on longitudinal social outcomes; (b) Black boys and girls experience adverse variability in student-teacher relationships; (c) student-teacher relationships do not relate to Black students’ views on social self-perception; (d) social self-perception mediates teacher-rated conflict and social outcomes in the fifth grade; (e) the view of intersectionality is supported. The findings represent a unique contribution from a perspective of intersectionality applied within the classroom context, considering the power dynamic between the teacher and the student and its influence on social outcomes.

Subject Area

Educational psychology|Developmental psychology

Recommended Citation

Madison, Kenji R, "An Intersectionality Framework on the Role of Student-Teacher Relationships on Student Social Outcomes" (2021). ETD collection for University of Nebraska - Lincoln. AAI28866440.