The Contribution of Student Perceptions of School Climate to Understanding the Disproportionate Punishment of African American Students in a Middle School

Autor/inn/en	Shirley, Erica L. M.; Cornell, Dewey G.
Titel	The Contribution of Student Perceptions of School Climate to Understanding the Disproportionate Punishment of African American Students in a Middle School
Quelle	In: School Psychology International, 33 (2012) 2, S.115-134 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034311406815
Schlagwörter	African American Students; Race; Discipline; Student Attitudes; Aggression; Racial Differences; Punishment; White Students; Educational Environment; Middle School Students; Surveys; Referral; Suspension; Regression (Statistics); Peer Groups; Help Seeking; Bullying; Violence; Teacher Student Relationship + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rasse; Abstammung; Disziplin; Schülerverhalten; Rassenunterschied; Bestrafung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Survey; Umfrage; Befragung; Ausschluss; Schulausschluss; Regression; Regressionsanalyse; Gleichaltrigengruppe; Peer Group; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Mobbing; Gewalt; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study investigated the contribution of student perceptions of school climate to racial differences in school discipline. Four hundred middle school students completed a school climate survey. Compared to Caucasian students, African-American students were referred to the office for discipline three times as frequently and received five times as many suspensions. Regression analyses examined the extent to which differences in school punishment could be attributed to racial differences in experiences of school climate. African-American students were more likely than Caucasian students to report that their peers supported aggressive behavior and less likely to express willingness to seek help from their teachers for bullying and threats of violence. School climate differences explained 8% of the variance in discipline referrals. Race remained a significant predictor ([beta] = -0.29, p less than 0.001) but was reduced from 11% to 8% after accounting for school climate. (Contains 5 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10