The DOI matches its Crossref record; 59 of the 59 references it cites were found in a registry or an index.
The Racial School Climate Gap: Within‐School Disparities in Students’ Experiences of Safety, Support, and Connectedness
Abstract
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.
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Cited by
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019) · Educational Psychologist · doi:10.1080/00461520.2019.1623032 · Cited by 708
Educating the Whole Child: Improving School Climate to Support Student Success
Darling-Hammond, L., & Cook-Harvey, C. (2018) · doi:10.54300/145.655 · Cited by 319
Social and emotional learning and equity in school discipline
Gregory, A., & Fergus, E. (2017) · The Future of Children · doi:10.1353/foc.2017.0006 · Cited by 218
An Examination of Restorative Interventions and Racial Equity in Out-of-School Suspensions
Gregory, A., Huang, F. L., Anyon, Y., Greer, E., & Downing, B. (2018) · School Psychology Review · doi:10.17105/spr-2017-0073.v47-2 · Cited by 127
Normalizing Black Girls' Humanity in Mathematics Classrooms
JOSEPH, N. M., HAILU, M. F., & MATTHEWS, J. S. (2019) · Harvard Educational Review · doi:10.17763/1943-5045-89.1.132 · Cited by 104
Metadata
- Authors
- Voight, A., Hanson, T., O’Malley, M., & Adekanye, L.
- Venue
- American Journal of Community Psychology
- Publisher
- Wiley
- Published
- 2015-09-16
- Volume
- 56
- Issue
- 3-4
- Pages
- 252-267
- ISSN
- 0091-0562 (ISSN-L)
- 1573-2770
- OpenAlex
- W1740994973
- Cited by
- 366
- References
- 59
- FWCI
- 52.05
- Type
- journal article
- Language
- en
- Open access
- closed
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- Voight, A., Hanson, T., O’Malley, M., & Adekanye, L. (2015). The Racial School Climate Gap: Within‐School Disparities in Students’ Experiences of Safety, Support, and Connectedness. American Journal of Community Psychology. https://doi.org/10.1007/s10464-015-9751-x
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