Racial and Ethnic Differences in High School Students' Perceptions of School Climate and Disciplinary Practices

Autor/inn/en	Pena-Shaff, Judith B.; Bessette-Symons, Brandy; Tate, Michael; Fingerhut, Joelle
Titel	Racial and Ethnic Differences in High School Students' Perceptions of School Climate and Disciplinary Practices
Quelle	In: Race, Ethnicity and Education, 22 (2019) 2, S.269-284 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pena-Shaff, Judith B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2018.1468747
Schlagwörter	Racial Differences; Ethnicity; High School Students; Student Attitudes; Educational Environment; Suspension; Predictor Variables; Disproportionate Representation; Minority Group Students; African American Students; Teacher Student Relationship; Discipline; New York (New York) + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausschluss; Schulausschluss; Prädiktor; African Americans; Afroamerikaner; Teacher student relationships; Lehrer-Schüler-Beziehung; Disziplin
Abstract	This study examines the relationship between students' perceptions of teacher treatment, school suspensions, and school climate in three high schools in Central New York (N = 1,444). Students completed an anonymous questionnaire about their perceptions of school climate and school disciplinary practices. Results showed racial and ethnic differences in perceptions of teacher treatment, suspension practices, and school climate. Race was the most significant predictor of perceptions of differential suspension practices and teacher treatment among students. For Black students, perceptions of differential treatment helped predict school climate perceptions. Students' perceptions of unequal treatment of racial groups influence their experiences in school. We discuss research-based approaches that address systemic practices and policies, professional training of school personnel and provision of student services to help improve the school experiences of Black and other minority students and reduce the equity gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01