Title

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

Document Type

Article

Publication Date

3-4-2019

Abstract

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. This study examines the relationship between students’ perceptions of teacher treatment, school suspensions, and school climate in three high schools in Central New York (N = 1,444). Students completed an anonymous questionnaire about their perceptions of school climate and school disciplinary practices. Results showed racial and ethnic differences in perceptions of teacher treatment, suspension practices, and school climate. Race was the most significant predictor of perceptions of differential suspension practices and teacher treatment among students. For Black students, perceptions of differential treatment helped predict school climate perceptions. Students’ perceptions of unequal treatment of racial groups influence their experiences in school. We discuss research-based approaches that address systemic practices and policies, professional training of school personnel and provision of student services to help improve the school experiences of Black and other minority students and reduce the equity gap.

Publication Name

Race Ethnicity and Education

Volume Number

22

First Page

269

Last Page

284

Issue Number

2

DOI

10.1080/13613324.2018.1468747

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