Document Type
Article
Journal/Book Title/Conference
School Psychology Review
Publisher
Taylor & Francis Inc.
Publication Date
1-12-2024
First Page
1
Last Page
35
Abstract
Limited research has explored how the characteristics of student and teacher racial/ethnic composition may explain students’ perceptions of school climate. This study used stratified analysis to assess the associations of two prominent diversity aspects (i.e., student racial/ethnic diversity and teacher racial/ethnic diversity) with students’ perceived school climate. Particularly, this study controlled for student- and school-levels demographic characteristics among 41,237 Latinx students and 23,819 White students from 7th grade to 12th grade enrolled in 250 California public schools. The findings indicated that higher teacher racial/ethnic diversity had a mild to moderate positive association with perceived school attitudes to parental participation (Economically Disadvantaged Latinx: β = 0.20, p < .05; Economically Disadvantaged White: β = 0.37, p < .01) and perceived school equity and safety (Economically Disadvantaged Latinx: β = 0.16, p < .05; Economically Disadvantaged White: β = 0.19, p < .05) among Latinx and White students from economically disadvantaged backgrounds. Only Latinx students from economically disadvantaged backgrounds perceived less favorable school safety and equity in schools with a higher student racial/ethnic diversity (Economically Disadvantaged Latinx: β = −0.20, p < .05). Results have implications for addressing school climate disparities at an organizational level.
Recommended Citation
Mei-ki Chan, Jill D. Sharkey, Erin Dowdy, Karen Nylund-Gibson & Michael J. Furlong (2024) School Climate Perception among Latinx and White Students: An Examination of Intersecting Race/Ethnicity and Socioeconomic Identities in Context, School Psychology Review, DOI: 10.1080/2372966X.2023.2301234
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in School Psychology Review on Jan. 12, 2024, available at: https://doi.org/10.1080/2372966X.2023.2301234.