Racial and ethnic differences in high school students’ perceptions of school climate and disciplinary practices

2018 ◽  
Vol 22 (2) ◽  
pp. 269-284 ◽  
Author(s):  
Judith B. Pena-Shaff ◽  
Brandy Bessette-Symons ◽  
Michael Tate ◽  
Joelle Fingerhut
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Ethnic Differences ◽  
School Students ◽  
Racial And Ethnic Differences ◽  
Disciplinary Practices ◽  
Perceptions Of School

Students' Perceptions of School Climate and Trait Test Anxiety

2012 ◽  
Vol 111 (3) ◽  
pp. 761-764 ◽  
Author(s):  
Yang Yang Liu
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Test Anxiety ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Chinese High School Students ◽  
Perceptions Of School

In a sample of 916 Chinese high school students, the relations among the students' perceptions of school climate and their trait test anxiety were examined. The results indicated that students' perceptions of teacher-student relationships and student-student relationships negatively predicted their trait test anxiety. Furthermore, girls had higher scores on trait test anxiety than boys.

High School Students With Emotional and Behavioral Disorders Perceptions of School Climate

2020 ◽  
pp. 104420732093480
Author(s):  
Nicholas A. Gage ◽  
Dennis A. Kramer ◽  
Kaci Ellis
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
School Climate ◽  
Behavioral Disorders ◽  
Multilevel Models ◽  
Emotional And Behavioral Disorders ◽  
Climate Data ◽  
School Students ◽  
Perceptions Of School

Students with emotional and behavioral disorders (EBDs), particularly those in high school, present myriad challenges for educators. Although research suggests that students with EBDs experience schooling differently than their peers, few studies have examined differences in perceptions of school climate. School climate is a multidimensional construct consisting of students’ perceptions of physical and social school environments. To address this gap, we leveraged school climate data from more than 350,000 high school students, including more than 5,000 with or at risk for EBDs, in Georgia. We estimated a series of multilevel models and found that students with or at risk for EBDs consistently report more negative perceptions of school climate than their peers across all school climate domains. We also examined whether individualized education program (IEP) services affected perceptions for students with EBDs, finding more positive perceptions for some domains for students with IEP services for EBDs compared with students with EBDs, but no IEP services. Implications and limitations are then discussed.

Academically Successful African American Male Urban High School Students’ Experiences of Mattering to Others at School

2010 ◽  
Vol 14 (2) ◽  
pp. 2156759X1001400 ◽  
Author(s):  
Catherine Tucker ◽  
Andrea Dixon ◽  
Ke'Shana Griddine
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
School Climate ◽  
African American Males ◽  
African American Male ◽  
Academically Successful ◽  
Health And Wellness ◽  
School Students ◽  
New Information

Mattering to others has been shown to be a key construct of mental health and wellness. Emerging research links interpersonal mattering and school climate. In this study, the authors use transcendental phenomenology to explore how interpersonal mattering impacts the academic achievement of urban African American males who are academically successful in high school. Implications for the integration of this new information in school counseling are discussed.

Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire

2013 ◽  
Vol 16 (1) ◽  
pp. 47-66 ◽  
Author(s):  
Jill Aldridge ◽  
Kate Ala’I
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Effective Schools ◽  
Extensive Review ◽  
School Students ◽  
Validated Questionnaires ◽  
Multi Stage ◽  
Perceptions Of Bullying ◽  
Development And Validation

This article describes the development and validation of a six-scale survey to assess school climate in terms of students’ perceptions of the degree to which they feel welcome and connected, together with a scale to assess students’ perceptions of bullying. The development of each survey involved a multi-stage approach, including: 1) an extensive review of research related to school climate to identify components that can be considered important for effective schools made up of diverse students; 2) elucidating the scales identified in step one; and 3) writing individual items within the scales. Items from previously validated questionnaires were examined and, if appropriate, adapted. We used Trochim and Donnelly’s (2006) framework for construct validity to guide the validation of the new questionnaire. When the questionnaire was administered to a sample of 4067 high school students from eight schools, various statistical analyses ensured the questionnaire’s discriminant, convergent, concurrent and predictive validity.

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