Fostering School Equity: A Racial Socialization Approach to Creating an Equitable School Climate and Reducing Disciplinary Infractions

Autor/inn/en	Wang, Ming-Te; Del Toro, Juan; Scanlon, Christina L.; McKellar, Sarah E.
Titel	Fostering School Equity: A Racial Socialization Approach to Creating an Equitable School Climate and Reducing Disciplinary Infractions
Quelle	In: Developmental Psychology, 59 (2023) 11, S.2105-2118 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Ming-Te)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001624
Schlagwörter	Equal Education; Racial Differences; Discipline; African American Students; Suspension; Socialization; Educational Environment; Probability; Race; White Students; Multicultural Education + Suchen Sie Ihr Suchwort? Rassenunterschied; Disziplin; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Socialisation; Sozialisation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Rasse; Abstammung; Multikulturelle Erziehung
Abstract	Despite numerous efforts to attenuate the Black-White discipline gap in U.S. schools, Black students are still suspended for minor infractions at a disproportionately higher rate than their White peers. Using a racially diverse sample (n = 1,515; M[subscript age] = 12.7; 50% boys; 72% Black, 28% White), this 3-year longitudinal study examined whether student perceptions of school racial socialization practices (i.e., cultural socialization, promotion of cultural competence) were linked to a lower likelihood of receiving a suspension for a minor infraction through improved school climate perceptions and whether these links differed between Black and White students. Results showed that school racial socialization was associated with a lower likelihood of receiving a suspension for a minor infraction and improved school climate perceptions for all students. Moreover, students' perceptions of school climate mediated the link between school racial socialization and suspensions among both Black and White students. Considering these results, school racial socialization is a promising means for improving students' school climate perceptions, reducing inequitable disciplinary practices, and fostering school equity. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01