Journal
JOURNAL OF YOUTH AND ADOLESCENCE
Volume 45, Issue 6, Pages 1176-1191Publisher
SPRINGER/PLENUM PUBLISHERS
DOI: 10.1007/s10964-015-0411-0
Keywords
School climate; Engagement; Racial disparities; School diversity; Social support
Categories
Funding
- U.S. Department of Education [IES R324A110107, R324A07118]
- William T. Grant Foundation
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Supportive relationships with adults at school are critical to student engagement in adolescence. Additional research is needed to understand how students' racial backgrounds interact with the school context to shape their perceptions of school support. This study employed multilevel, latent variable methods with a sample of Black and White students (N = 19,726, 35.8 % Black, 49.9 % male, mean age = 15.9) in 58 high schools to explore variation in perceived caring, equity, and high expectations by student race, school diversity, and socioeconomic context. The results indicated that Black students perceived less caring and equity relative to White students overall, and that equity and high expectations were lower in diverse schools for both Black and White students. Nonetheless, racial disparities were attenuated in more diverse schools. The findings point to the need for intervention to improve perceptions of school support for Black youth and for all students in lower income and more diverse schools.
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