Changes in the Perception of School Climate and Self-Identified Race in Two Toronto Cohorts

Autor/inn/en	George, Rhonda C.; Romo, Alice; Robson, Karen L.
Titel	Changes in the Perception of School Climate and Self-Identified Race in Two Toronto Cohorts
Quelle	In: Education Policy Analysis Archives, 29 (2021) 118, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Race; Racial Identification; Self Concept; Educational Environment; Policy Analysis; Latin Americans; Blacks; Educational Experience; Outcomes of Education; Foreign Countries; School Districts; Inclusion; Equal Education; Educational Policy; High School Students; Census Figures; Educational Change; Student Attitudes; Canada (Toronto) + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politikfeldanalyse; Latin America; People; Lateinamerika; Bevölkerung; Volk; Black person; Schwarzer; Bildungserfahrung; Lernleistung; Schulerfolg; Ausland; School district; Schulbezirk; Inklusion; Politics of education; Bildungspolitik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Volkszählung; Bildungsreform; Schülerverhalten
Abstract	Drawing on Toronto District School Board (TDSB) Student Census data (2006 and 2011), we examine if there have been changes in the perceptions of school climate between two cohorts of high school students. First, we contextualize our study and review relevant policy changes to student inclusion and equity to set the stages for examining, by way of a sort of "natural experiment", to see if there was a change in the perception of school climate by students after these policy changes occurred. We then review the scholarship on school climate, its relationship to race, and its relationships to educational experiences and outcomes. We then examine how self-identified race is associated with students' perceptions of school climate in both cohorts, interpreting our results within a Critical Policy Analysis framework. We find evidence of improved school climate from 2003 to 2008, although the changes have not been uniform by self-identified race, and in some cases have worsened, particularly for self-identified Black and Latin American students. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01