Studies have been conducted on the effects of teacher-student interaction and student achievement. However, there is a need to examine the teacher-student interactions concerning at-risk students specifically the foster youth. This grounded-theory study examines the teacher-student interaction and the effects of social-emotional intelligence on the foster youth through qualitative and quantitative methods using the Foster Student Interaction and Social-Emotional Intelligence survey (FSI&SEI) open-ended questions, interviews, and journals. A Southern California District educates approximately 500 foster students. This high school located in the urban district was chosen because they had the highest number of foster youth. The 15 participants who participated in the study consisted of a site administrator, a counselor, teachers, and foster parents. After collecting, the FSI&SEI seven participants agreed to be interviewed. The overall findings of this study indicate that teacher awareness of who their foster students are, struggles foster students face, and intentional conversations regarding the whole child impact the foster student’s social-emotional intelligence as well as their ability to form relationships with teachers.
|Commitee:||Albrecht, Kellie, Tarbutton, Tanya|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Behavioral psychology, Education, School counseling, Educational psychology|
|Keywords:||Foster youth, Social-emotional intelligence, Teacher-student relationships|
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