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                            Library & Multimedia
 Potential Moderation Across Racial Groups in Perceptions of Authoritative School Climate and Peer Victimization and Student Engagement
NCJ Number
              307176
Journal

*School Psychology Review* Dated: 2022
Author(s)
          Ying-Ruey Chuang;
                        Francis Huang;
                        Keith Herman;
                        Bixi Zhang
Date Published

2022
Annotation
              This study evaluating school climate perceptions found minoritized racial/ethnic status negatively moderated associations between school climate and bullying victimization experiences with a small to medium effect; these results help inform educators how establishing positive academic and behavior expectations in school may help mitigate student bullying/victimization experiences in school.
Abstract
              This study evaluated school climate perceptions and found minoritized racial/ethnic status negatively moderated the associations between school climate and bullying victimization experiences with a small to medium effect. These results further help inform educators how establishing positive academic and behavior expectations in school may help mitigate student bullying/victimization experiences in school. These findings may provide further evidence in utilizing Authoritative School Climate Theory in evaluating school climate and implications for educators to establish better teacher–student connections in creating a positive school climate.  Student perceptions of school climate have been shown to be related with the quality of student schooling experience and their respective academic and perception of behavior outcomes. Positive perceptions of school climate are associated with improved academic and behavioral outcomes, such as lower bullying victimization experience and higher student engagement. The present study evaluated the consistency of these relations across racial/ethnic student groups using the Authoritative School Climate (ASC) model which defines school climate as a 3-factor model including disciplinary structure, student support, and academic expectations. Data were collected from 5,878 middle/high school students from Missouri and Oklahoma. School-level fixed effects model revealed more negative perception of school climate and higher peer victimization experiences (i.e., general or bullying) amongst racially minoritized groups. Minoritized Racial Identity also negatively moderated the effect between perception of school climate and the selected outcomes with a small to medium effect.
      
  
          Additional Details
Grant Number(s)
        2016-CK-BX-0004


  
  
        
  Agencies
        NIJ-Sponsored


  
  
        
  Publication Type
        Research (Applied/Empirical)


  
  
        
  Award
        Evaluation of a Principal Training Program to Promote Safe and Civil Schools
    
  
  
Date Published: January 1, 2022
    
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