{"id":{"repo_id":"houston","oai_identifier":"oai:uh-ir.tdl.org:10657/19991"},"canonical_url":"https://search.dev.ndltd.org/etd/houston/oai:uh-ir.tdl.org:10657/19991","repository":{"repo_id":"houston","name":"University of Houston","base_url":"https://uh-ir.tdl.org/server/oai/request"},"display":{"title":"Cultural Differences in Teacher-Student Relationships Between the U.S. And Mexico and Its Impact on Sense of Belonging and Academic Outcomes","abstract":"Recent literature has largely overlooked cross-national comparisons as a means to identify cultural differences in educational institutions and understand differential outcomes in sense of belonging between countries. This study examines how teacher-student relationship quality influences students' sense of belonging in schools across the U.S. and Mexico, and how these effects vary by students’ immigration status. Additionally, the study reiterates the influences of sense of belonging at school on student outcomes at the national level. Using data from the Programme for International Student Assessment (PISA), and teacher-student relationships as a key measure, the cross-national analysis concluded Mexican students report stronger teacher-student relationships and a greater sense of belonging. However, the relationship between teacher-student quality and sense of belonging is more prevalent in the U.S., with no significant differences observed among immigrant students between the two countries. This demonstrates that while Mexican students report higher quality teacher-student relationships on average, these relationships do more to improve sense of belonging in the U.S. context. Furthermore, a strong sense of belonging is associated with higher aspirations for a bachelor’s degree and increased academic motivation in math courses. These findings suggest that while Mexican students experience more positive teacher-student interactions on average, the impact of these relationships on fostering a sense of belonging is particularly pivotal in the U.S. context, highlighting potential teaching methods the U.S. can borrow from Mexico to improve educational outcomes.","abstract_html":"Recent literature has largely overlooked cross-national comparisons as a means to identify cultural differences in educational institutions and understand differential outcomes in sense of belonging between countries. This study examines how teacher-student relationship quality influences students' sense of belonging in schools across the U.S. and Mexico, and how these effects vary by students’ immigration status. Additionally, the study reiterates the influences of sense of belonging at school on student outcomes at the national level. Using data from the Programme for International Student Assessment (PISA), and teacher-student relationships as a key measure, the cross-national analysis concluded Mexican students report stronger teacher-student relationships and a greater sense of belonging. However, the relationship between teacher-student quality and sense of belonging is more prevalent in the U.S., with no significant differences observed among immigrant students between the two countries. This demonstrates that while Mexican students report higher quality teacher-student relationships on average, these relationships do more to improve sense of belonging in the U.S. context. Furthermore, a strong sense of belonging is associated with higher aspirations for a bachelor’s degree and increased academic motivation in math courses. These findings suggest that while Mexican students experience more positive teacher-student interactions on average, the impact of these relationships on fostering a sense of belonging is particularly pivotal in the U.S. context, highlighting potential teaching methods the U.S. can borrow from Mexico to improve educational outcomes.","abstract_has_math":false,"creators":["Guevara, David 2000-"],"institution":"University of Houston","degree_name":"Master of Arts","degree_level":null,"degree_discipline":"Sociology","degree_department":null,"school":null,"contributors":[],"advisors":["Anderson, Kathryn"],"committee_chairs":[],"committee_members":["Mabillard, Nicolas","Lee, Shayne"],"year":2025,"date_issued":"2025-05","date_published":"2025-05","updated_at":"2026-07-24T02:32:24Z","subjects":["Sociology"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10657/19991","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Anderson, Kathryn"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Mabillard, Nicolas","Lee, Shayne"]},{"key":"dc:creator","label":"Author","values":["Guevara, David 2000-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-30T17:15:33Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Sociology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Houston"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sociology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10657/19991"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Recent literature has largely overlooked cross-national comparisons as a means to identify cultural differences in educational institutions and understand differential outcomes in sense of belonging between countries. This study examines how teacher-student relationship quality influences students' sense of belonging in schools across the U.S. and Mexico, and how these effects vary by students’ immigration status. Additionally, the study reiterates the influences of sense of belonging at school on student outcomes at the national level. Using data from the Programme for International Student Assessment (PISA), and teacher-student relationships as a key measure, the cross-national analysis concluded Mexican students report stronger teacher-student relationships and a greater sense of belonging. However, the relationship between teacher-student quality and sense of belonging is more prevalent in the U.S., with no significant differences observed among immigrant students between the two countries. This demonstrates that while Mexican students report higher quality teacher-student relationships on average, these relationships do more to improve sense of belonging in the U.S. context. Furthermore, a strong sense of belonging is associated with higher aspirations for a bachelor’s degree and increased academic motivation in math courses. These findings suggest that while Mexican students experience more positive teacher-student interactions on average, the impact of these relationships on fostering a sense of belonging is particularly pivotal in the U.S. context, highlighting potential teaching methods the U.S. can borrow from Mexico to improve educational outcomes."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Cultural Differences in Teacher-Student Relationships Between the U.S. And Mexico and Its Impact on Sense of Belonging and Academic Outcomes"]}]}],"canonical_facts":{"dc:contributor.advisor":["Anderson, Kathryn"],"dc:contributor.committeemember":["Mabillard, Nicolas","Lee, Shayne"],"dc:creator":["Guevara, David 2000-"],"dc:date.accessioned":["2025-07-30T17:15:33Z"],"dc:date.issued":["2025-05"],"dc:description.abstract":["Recent literature has largely overlooked cross-national comparisons as a means to identify cultural differences in educational institutions and understand differential outcomes in sense of belonging between countries. This study examines how teacher-student relationship quality influences students' sense of belonging in schools across the U.S. and Mexico, and how these effects vary by students’ immigration status. Additionally, the study reiterates the influences of sense of belonging at school on student outcomes at the national level. Using data from the Programme for International Student Assessment (PISA), and teacher-student relationships as a key measure, the cross-national analysis concluded Mexican students report stronger teacher-student relationships and a greater sense of belonging. However, the relationship between teacher-student quality and sense of belonging is more prevalent in the U.S., with no significant differences observed among immigrant students between the two countries. This demonstrates that while Mexican students report higher quality teacher-student relationships on average, these relationships do more to improve sense of belonging in the U.S. context. Furthermore, a strong sense of belonging is associated with higher aspirations for a bachelor’s degree and increased academic motivation in math courses. These findings suggest that while Mexican students experience more positive teacher-student interactions on average, the impact of these relationships on fostering a sense of belonging is particularly pivotal in the U.S. context, highlighting potential teaching methods the U.S. can borrow from Mexico to improve educational outcomes."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/10657/19991"],"dc:language.iso":["English"],"dc:subject":["Sociology"],"dc:title":["Cultural Differences in Teacher-Student Relationships Between the U.S. And Mexico and Its Impact on Sense of Belonging and Academic Outcomes"],"dc:type":["Thesis"],"thesis:degree_discipline":["Sociology"],"thesis:degree_name":["Master of Arts"],"thesis:institution_name":["University of Houston"]},"updated_at":"2026-07-24T02:32:24Z"}