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School climate and ethnic‐racial identity in school: A longitudinal examination of reciprocal associations
Author(s) -
Camacho Tissyana C.,
Medina Michael,
RivasDrake Deborah,
Jagers Robert
Publication year - 2017
Publication title -
journal of community and applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.042
H-Index - 63
eISSN - 1099-1298
pISSN - 1052-9284
DOI - 10.1002/casp.2338
Subject(s) - ethnic group , psychology , school climate , cultural diversity , social psychology , perception , positive youth development , developmental psychology , gender studies , sociology , pedagogy , neuroscience , anthropology
The messages youth receive in schools about how they matter as individuals and as members of ethnic‐racial groups are influential in constructing their developing ethnic‐racial identities (ERI). However, the developing ERI students hold also have a role in shaping their experiences at school. The current study examined the longitudinal and reciprocal association between ERI (exploration and resolution) and school climate (support for cultural pluralism and teacher supportiveness) among 491 Black, Latino, and White middle school youth ( M age = 12.03, SD = 1.05, range: 11–17) in the Midwest. Cross‐lagged analyses revealed that greater perceptions of support for cultural pluralism within the school predicted greater exploration and resolution at later time points for all students. Moreover, greater exploration and resolution among White students was predictive of greater perceptions of support for cultural pluralism at the school. Higher quality teacher–student relationships predicted greater engagement in ERI exploration for all youth. The findings highlight the importance of school climate in helping shape ERI among youth attending a culturally diverse school and the role of such youth in shaping the climate at their school.