School Climate as a Link between High School Black Males' Math Identity and Outcomes

Autor/inn/en	Jackson, Lawrence; Ford, Jesse; Randolph, Chélynn; Schleiden, Cydney; Harris-McKoy, DeAnna; McWey, Lenore
Titel	School Climate as a Link between High School Black Males' Math Identity and Outcomes
Quelle	In: Education and Urban Society, 53 (2021) 4, S.469-487 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackson, Lawrence)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124520931453
Schlagwörter	Educational Environment; High School Students; African American Students; Males; Identification (Psychology); Self Concept; Outcomes of Education; Mathematics Achievement; Student Experience; Grade 11; Longitudinal Studies; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Male; Männliches Geschlecht; Selbstkonzept; Lernleistung; Schulerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Studienerfahrung; School year 11; 11. Schuljahr; Schuljahr 11; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The association between students' academic identity and their academic outcomes has been well-established. The importance of a positive school climate has also been widely documented. However, Black males experience factors that uniquely and collectively comprise their school climate. As such, the purpose of this study was to test the extent to which school climate mediated the relationships between math academic identity and math outcomes of Black males. Bootstrapping mediation analyses were conducted in a sample of students in the 11th grade (n = 1,106) using data from the High School Longitudinal Study. Results indicated that students' math identity was positively associated with math scores. Moreover, partial mediation was established, demonstrating that school climate partially explained the relationship between math identity and student outcomes. Implications of these findings for school administrators, teachers, and counselors are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01