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Identifying Profiles of School Climate in High Schools

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Title: Identifying Profiles of School Climate in High Schools
Language: English
Authors: Angus Kittelman (ORCID 0000-0001-5904-3951), Tamika P. La Salle, Sterett H. Mercer, Kent McIntosh
Source: School Psychology. 2024 39(1):50-60.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A180027
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High School Students, Educational Environment, Social Cognition, Student Attitudes, Institutional Characteristics, Student Characteristics, White Students, Minority Group Students, Profiles
Geographic Terms: Georgia
DOI: 10.1037/spq0000553
ISSN: 2578-4218
2578-4226
Abstract: This cross-sectional study analyzed data from 364,143 students in 492 high schools who completed the Georgia School Climate Survey during the 2017-2018 school year. Through latent profile analysis, we identified that student perceptions of school climate could be classified into three distinct profiles, including positive, moderate, and negative climate. Using multinomial logistic regression, we then identified school and student characteristics that predicted student classification in the student profiles using the total sample and subsamples by race/ethnicity. Among the key results, we found that most of the school characteristics (e.g., percent of students receiving free or reduced lunch, schools with higher percentages of minoritized students) predicting classification in the negative and positive school climate profiles were different for White students compared to minoritized students. For example, Black students in primarily non-White schools were more likely to view school climate positively, whereas the opposite was the case for White students. We also found that Black and Other (e.g., multiracial) students were more likely to be classified in the negative school climate profile and less likely to be classified in the positive school climate profile compared to White students. In contrast, Latino/a/e students were more likely to be classified in the positive school climate profile and less likely to be classified in the negative school climate profile. Implications for research and practice are discussed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: EJ1411565
Database: ERIC
FullText Text:
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  Data: Identifying Profiles of School Climate in High Schools
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  Data: <searchLink fieldCode="AR" term="%22Angus+Kittelman%22">Angus Kittelman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5904-3951">0000-0001-5904-3951</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tamika+P%2E+La+Salle%22">Tamika P. La Salle</searchLink><br /><searchLink fieldCode="AR" term="%22Sterett+H%2E+Mercer%22">Sterett H. Mercer</searchLink><br /><searchLink fieldCode="AR" term="%22Kent+McIntosh%22">Kent McIntosh</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology%22"><i>School Psychology</i></searchLink>. 2024 39(1):50-60.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 11
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  Data: 2024
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  Data: Institute of Education Sciences (ED)
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  Data: R324A180027
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1037/spq0000553
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2578-4218<br />2578-4226
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This cross-sectional study analyzed data from 364,143 students in 492 high schools who completed the Georgia School Climate Survey during the 2017-2018 school year. Through latent profile analysis, we identified that student perceptions of school climate could be classified into three distinct profiles, including positive, moderate, and negative climate. Using multinomial logistic regression, we then identified school and student characteristics that predicted student classification in the student profiles using the total sample and subsamples by race/ethnicity. Among the key results, we found that most of the school characteristics (e.g., percent of students receiving free or reduced lunch, schools with higher percentages of minoritized students) predicting classification in the negative and positive school climate profiles were different for White students compared to minoritized students. For example, Black students in primarily non-White schools were more likely to view school climate positively, whereas the opposite was the case for White students. We also found that Black and Other (e.g., multiracial) students were more likely to be classified in the negative school climate profile and less likely to be classified in the positive school climate profile compared to White students. In contrast, Latino/a/e students were more likely to be classified in the positive school climate profile and less likely to be classified in the negative school climate profile. Implications for research and practice are discussed.
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  Data: 2024
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  Data: EJ1411565
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1411565
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        Value: 10.1037/spq0000553
    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 11
        StartPage: 50
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Social Cognition
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Student Characteristics
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      – SubjectFull: White Students
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Profiles
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      – SubjectFull: Georgia
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      – TitleFull: Identifying Profiles of School Climate in High Schools
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