Cultural Differences in Teacher-Student Relationships Between the U.S. And Mexico and Its Impact on Sense of Belonging and Academic Outcomes

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.

Name thesis:degree_name

Master of Arts

Discipline thesis:degree_discipline

Sociology

Grantor

University of Houston

Year dc:date.issued

2025

Author dc:creator

• Guevara, David 2000-

Advisor dc:contributor.advisor

• Anderson, Kathryn

Committee members dc:contributor.committeemember

• Mabillard, Nicolas
• Lee, Shayne

• Sociology

Language dc:language.iso

English

Handle dc:identifier.uri

https://hdl.handle.net/10657/19991

OAI identifier oai:identifier

oai:uh-ir.tdl.org:10657/19991