Presentation Title

Examining Student-Teacher Relationships in the United States: A Content Analysis Approach

Presenter Information

Amber KrushasFollow

Advisor Information

Dr. Teresa Kulig

Location

MBSC Ballroom - Poster #710 - G

Presentation Type

Poster

Start Date

4-3-2022 2:00 PM

End Date

4-3-2022 3:15 PM

Abstract

Over the past decade, extensive media coverage has shed light on the prevalence and severity of school victimization more broadly, leading teachers, parents and school administrators to become increasingly concerned. As a result, research on school victimization (e.g., bullying, assault, theft) has received a great deal of attention in hopes to further investigate its prevalence, predictors, and consequences. Less empirical attention, however, has been given to media reports of sexual “relationships” between teachers and students. The current project seeks to address this gap in the extant literature by providing basic descriptive data on these relationships. Specifically, the current analysis will examine recent student-teacher relationship cases that extend over a three-year span (i.e., 2017, 2018, and 2019) across the United States. Findings are intended to inform our limited knowledge regarding the nature of student-teacher relationships.

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COinS
 
Mar 4th, 2:00 PM Mar 4th, 3:15 PM

Examining Student-Teacher Relationships in the United States: A Content Analysis Approach

MBSC Ballroom - Poster #710 - G

Over the past decade, extensive media coverage has shed light on the prevalence and severity of school victimization more broadly, leading teachers, parents and school administrators to become increasingly concerned. As a result, research on school victimization (e.g., bullying, assault, theft) has received a great deal of attention in hopes to further investigate its prevalence, predictors, and consequences. Less empirical attention, however, has been given to media reports of sexual “relationships” between teachers and students. The current project seeks to address this gap in the extant literature by providing basic descriptive data on these relationships. Specifically, the current analysis will examine recent student-teacher relationship cases that extend over a three-year span (i.e., 2017, 2018, and 2019) across the United States. Findings are intended to inform our limited knowledge regarding the nature of student-teacher relationships.