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The Racial School Climate Gap: Within‐School Disparities in Students’ Experiences of Safety, Support, and Connectedness
Author(s) -
Voight Adam,
Hanson Thomas,
O’Malley Meagan,
Adekanye Latifah
Publication year - 2015
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1007/s10464-015-9751-x
Subject(s) - social connectedness , school climate , socioeconomic status , health psychology , multilevel model , academic achievement , psychology , social psychology , public health , sociology , developmental psychology , demography , mathematics education , medicine , population , nursing , machine learning , computer science
This study used student and teacher survey data from over 400 middle schools in California to examine within‐school racial disparities in students’ experiences of school climate. It further examined the relationship between a school’s racial climate gaps and achievement gaps and other school structures and norms that may help explain why some schools have larger or smaller racial disparities in student reports of climate than others. Multilevel regression results problematized the concept of a “school climate” by showing that, in an average middle school, Black and Hispanic students have less favorable experiences of safety, connectedness, relationships with adults, and opportunities for participation compared to White students. The results also show that certain racial school climate gaps vary in magnitude across middle schools, and in middle schools where these gaps are larger, the racial achievement gap is also larger. Finally, the socioeconomic status of students, student–teacher ratio, and geographic location help explain some cross‐school variation in racial climate gaps. These findings have implications for how school climate in conceptualized, measured, and improved.