Jones Tiffany M, Fleming Charles
School of Social Work, Colorado State University.
Center for the Study of Health and Risk Behaviors, Department of Psychiatry and Behavioral Sciences, University of Washington.
Psychol Sch. 2021 May;58(5):893-912. doi: 10.1002/pits.22477. Epub 2021 Jan 15.
This study examined the relationships between school-level school climate and race differences in student grades, accounting for school sociodemographic composition. We found that schools with more positive school climates had smaller race differences in student self-reported grades. The moderating effect of school climate remained after accounting for the sociodemographic composition of the school and students' own perceptions of climate at their school. This moderating effect was confounded by school grade band (i.e., elementary, middle, or high) since perception of positive school climate was lower in middle and high schools than in elementary schools. Despite the difficulty of disentangling school climate from grade band, the findings suggest school improvement strategies focused on school climate may promote racial equity in academic outcomes. School practitioners' efforts to improve the school climate may also contribute to racial equity in academics.
本研究考察了学校层面的学校氛围与学生成绩的种族差异之间的关系，并考虑了学校的社会人口构成因素。我们发现，学校氛围越积极，学生自我报告成绩的种族差异就越小。在考虑了学校的社会人口构成以及学生对本校氛围的自身认知之后，学校氛围的调节作用依然存在。由于初中和高中对积极学校氛围的认知低于小学，这种调节作用受到学校年级范围（即小学、初中或高中）的混淆影响。尽管难以将学校氛围与年级范围区分开来，但研究结果表明，聚焦于学校氛围的学校改进策略可能会促进学术成果方面的种族公平。学校从业者改善学校氛围的努力也可能有助于学术方面的种族公平。
