Swipe om te navigeren naar een ander artikel
Research indicates that a positive school climate is associated with higher levels of student engagement and lower rates of peer aggression. However, less attention has been given to whether such findings are consistent across racial/ethnic groups. The current study examined whether Black, Hispanic, and White high school students differed in their perceptions of school climate, student engagement, and peer aggression as measured by the Authoritative School Climate survey. In addition, the study tested whether the associations between school climate and both student engagement and peer aggression varied as a function of racial/ethnic group. The sample consisted of 48,027 students in grades 9–12 (51.4 % female; 17.9 % Black, 10.5 % Hispanic, 56.7 % White, and 14.9 % other) attending 323 high schools. Regression models that contrasted racial/ethnic groups controlled for the nesting of students within schools and used student covariates of parent education, student gender, and percentage of schoolmates sharing the same race/ethnicity, as well as school covariates of school size and school percentage of students eligible for free- or reduced-price meals. Perceptions of school climate differed between Black and White groups, but not between Hispanic and White groups. However, race/ethnicity did not moderate the associations between school climate and either engagement or peer aggression. Although correlational and cross-sectional in nature, these results are consistent with the conclusion that a positive school climate holds similar benefits of promoting student engagement and reducing victimization experiences across Black, Hispanic, and White groups.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45, 369–386. CrossRef
Bandyopadhyay, S., Cornell, D. G., & Konold, T. R. (2009). Internal and external validity of three school climate scales from the School Climate Bullying Survey. School Psychology Review, 38, 338–355.
Baumrind, D. (1968). Authoritarian vs. authoritative parental control. Adolescence, 3, 255–272.
Bradshaw, C. P., Waasdorp, T. E., & Johnson, S. L. (2015a). Overlapping verbal, relational, physical, and electronic forms of bullying in adolescence: Influence of school context. Journal of Clinical Child & Adolescent Psychology, 44, 494–508. CrossRef
Branson, C., & Cornell, D. (2009). A comparison of self and peer reports in the assessment of middle school bullying. Journal of Applied School Psychology, 25, 5–27. CrossRef
Centers for Disease Control and Prevention. (2009). School connectedness: Strategies for increasing protective factors among youth. Atlanta, GA: U.S. Department of Health and Human Services. http://www.cdc.gov/healthyyouth/protective/pdf/connectedness.pdf.
Cohen, J. (2014). School climate policy and practice trends: A paradox. Teachers College Record. Retrieved from http://www.tcrecord.org/Content.asp?ContentId=17445.
Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, & teacher education. Teachers College Record, 111, 180–213.
Cornell, D., & Brockenbrough, K. (2004). Identification of bullies and victims: A comparison of methods. Journal of School Violence, 3, 63–87. CrossRef
Cornell, D., & Huang, F. (2016). Authoritative school climate and high school student risk behavior: a cross-sectional multi-level analysis of student self-reports. Journal of Youth and Adolescence. doi: 10.1007/s10964-016-0424-3.
Cornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of bullying and teasing predicts high school dropout rates. Journal of Educational Psychology, 105, 138–149. CrossRef
Cornell, D., Shukla, K., & Konold, T. (2015). Peer victimization and authoritative school climate: A multilevel approach. Journal of Educational Psychology, 107, 1186. CrossRef
Cornell, D., Shukla, K., & Konold, T. R. (2016). Authoritative school climate and student academic engagement, grades, and aspirations in middle and high schools. AERA Open, 2, 2332858416633184. CrossRef
De Pedro, K. T., Gilreath, T., & Berkowitz, R. (2016). A latent class analysis of school climate among middle and high school students in California public schools. Children and Youth Services Review, 63, 10–15. CrossRef
Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., & Smink, J. (2008). Dropout Prevention: A Practice Guide (NCEE 2008–4025). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc.
Every Student Succeeds Act (ESSA) of 2015, Pub. L. No 114-95 § 114 Stat. 1177 (2015–2016). https://www.congress.gov/bill/114th-congress/senate-bill/1177/text.
Finkelhor, D., Shattuck, A., Turner, H., & Hamby, S. (2016). A behaviorally specific, empirical alternative to bullying: Aggravated peer victimization. Journal of Adolescent Health. Advance online publication. http://dx.doi.org/10.1016/j.jadohealth.2016.05.021
Furr, R. M., & Bacharach, V. R. (2008). Psychometrics. Los Angeles: SAGE.
Gill, M. G., Ashton, P., & Algina, J. (2004). Authoritative schools: A test of a model to resolve the school effectiveness debate. Contemporary Educational Psychology, 29, 389–409. CrossRef
Gottfredson, G. D. (1999). User’s manual for the effective school battery. Ellicott City, MD: Gottfredson Associates.
Gottfredson, G. D., Gottfredson, D. C., Payne, A. A., & Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Journal of Research in Crime and Delinquency, 42, 412–444. CrossRef
Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. (2014). Eliminating the racial disparity in classroom exclusionary discipline. Journal of Applied Research on Children, 5(2), 1–22.
Gregory, A., Cornell, D., & Fan, X. (2012). Teacher safety and authoritative school climate in high schools. American Journal of Education, 118, 1–25. CrossRef
Gregory, A., & Ripski, M. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37, 337–353.
Howard, T. C. (2015). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. New York: Teachers College Press.
Huang, F. (2014). Analyzing group level effects with clustered data using Taylor series linearization. Practical Assessment, Research, and Evaluation, 19(13), 1–9.
Huang, F., Cornell, D., Konold, T., Meyer, P., Lacey, A., Nekvasil, E., Heilbrun, A., & Shukla, K. (2015). Multilevel factor structure and concurrent validity of the teacher version of the Authoritative School Climate Survey. Journal of School Health, 85, 843–851. doi: 10.1111/josh.12340. CrossRefPubMed
Jia, Y., Konold, T., & Cornell, D. (2015). Authoritative school climate and high school dropout rates. School Psychology Quarterly. Advance online publication. doi: 10.1037/spq0000139.
Johnson, M. K., Crosnoe, R., & Elder Jr, G. H. (2001). Students’ attachment and academic engagement: The role of race and ethnicity. Sociology of Education, 74(4), 318–340.
Kann, L., McManus, T., Harris, W., Shanklin, S., Flint, K., & Hawkins, J., et al. (2016). Youth risk behavior surveillance—United States, 2015. Morbidity and Mortality Weekly Report, 65, 1–174. http://www.cdc.gov/healthyyouth/data/yrbs/pdf/2015/ss6506_updated.pdf.
Kish, L., & Frankel, M. R. (1974). Inference from complex samples. Journal of the Royal Statistical Society. Series B (Methodological), 36, 1–37.
Klein, J., & Cornell, D. (2010). Is the link between large high schools and student victimization an illusion? Journal of Educational Psychology, 102, 933–946. doi: 10.1037/a0019896.
Koth, C. W., Bradshaw, C. P., & Leaf, P. J. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology, 100, 96–104. CrossRef
Larzelere, R. E., Morris, A. S., & Harrist, A. W. (2013). Authoritative parenting: Synthesizing nurturance and discipline for optimal child development. Washington, DC: American Psychological Association. CrossRef
Lee, J. S. (2012). The effects of the teacher–student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53, 330–340. CrossRef
Midgley, C., Maehr, M. L., Hruda, E. A., Anderman, E., Anderman, L., Freeman, K.E. et al. (2000). Manual for the patterns of adaptive learning scales. University of Michigan. http://www.umich.edu/~pals/PALS%202000_V12Word97.pdf.
Olweus, D. (2007). The Olweus Bullying Questionnaire. Center City, MN: Hazelden.
Phillips, S. F., & Rowley, J. F. S. (2015). The Tripod School Climate Index: An invariant measure of school safety and relationships. Social Work Research. Advance online publication. doi: 10.1093/swr/svv036.
Ramelow, D., Currie, D., & Felder-Puig, R. (2015). The assessment of school climate review and appraisal of published student-report measures. Journal of Psychoeducational Assessment, 33, 731–743. CrossRef
Rust, K. (1985). Variance estimation for complex estimators in sample surveys. Journal of Official Statistics, 1, 381–397.
Thornberry, T. P., Lizotte, A. J., Krohn, M. D., Farnworth, M., & Jang, S. J. (1991). Testing interactional theory: An examination of reciprocal causal relationships among family, school, and delinquency. Journal of Criminal Law and Criminology , 82(1), 3–35.
U.S. Department of Education (2013). Directory of federal school climate and discipline resources, Washington, DC. Retrieved from https://safesupportivelearning.ed.gov/sites/default/files/3_Appendix%201_Directory%20of%20Federal%20School%20Climate%20and%20Discipline%20Resources.pdf.
U.S. Department of Education. (2014). Guiding principles: A resource guide for improving school climate and discipline. Washington, DC: Author. http://www2.ed.gov/policy/gen/guid/school-discipline/guiding-principles.pdf.
U.S. Department of Education (March 31, 2016). Department of Education releases resources on improving school climate. http://www.ed.gov/news/press-releases/department-education-releases-resources-improving-school-climate.
U.S. Department of Education, Office of Civil Rights. (2014). Civil rights data collection: Data snapshot: School discipline (Issue brief no. 1). Washington, DC.
U.S. Department of Education and Department of Justice (2014). Dear Colleague Letter on the Nondiscriminatory Administration of School Discipline. Retrieved from http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201401-titlevi.Pdf
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. Online publication. doi: 10.1007/s10464-015-9751-x.
Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315–352. CrossRef
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23. CrossRef
Wang, X., Henning, A., Cui, W., Huang, F., Armstrong, S., Kang, K., et al. (2011). In S. Burns, X. Wang, & A. Henning, (Eds.), NCES Handbook of Survey Methods. NCES 2011-609 Washington, DC: National Center for Education Statistics. http://nces.ed.gov/pubs2011/2011609.pdf.
Wallace, J. M., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 1991-2005. Negro Education Review, 59, 47–62.
- Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression
- Springer US