Investigating School Racial Climate and Private Racial Regard as Risk and Protector Factors for Black High School Students’ School Engagement

Griffin, Charity Brown; Stitt, Rashunda L.; Henderson, Dawn X.

doi:10.1177/0095798420946895

Cited by 13 publications

(10 citation statements)

References 86 publications

(195 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ethnicity could be important, but data on ethnicity were not available for this study. As school racial climate is shown to impact school engagement and connectedness (Griffin et al, 2020), future research should explore school racial climate and its impact on PA for ethnic minority youth.…”

Section: Discussionmentioning

confidence: 99%

School climate‐related determinants of physical activity among high school girls and boys

Rajbhandari‐Thapa

Metzger

Ingels

et al. 2022

Journal of Adolescence

View full text Add to dashboard Cite

Introduction In the United States, physical activity (PA) among adolescents is declining; 75% of high school students do not meet daily PA guidelines. Low rates of PA are more prevalent among high school girls. Schools provide an optimal environment to target and promote PA. However, school climate has not yet been studied for its importance in promoting PA among high school students, particularly girls. Methods A cross‐sectional analysis was conducted using the Georgia Student Health Survey (GSHS) 2.0 data on perceptions of different school climate measures and self‐reported weekly PA levels to study gender differences in the association of PA with school climate. Results Data from a total of 362,926 students (48% males and 52% females) were analyzed. For both genders, the odds of being physically active increased with a more positive report of supportive school environments, school connectedness, peer social support, school physical environments, cultural acceptance, school safety, and adult social support. Peer victimization was associated with increased odds of PA among females but lower odds for males. Conclusion Results suggest that improving school climate can increase PA among adolescents. As new or existing school‐based interventions and policies are considered by states and local governments, improving the school climate should be part of the overall strategy. Future research is needed on peer victimization among physically active females. Implications and Contributions This study evaluated gender differences in the association between measures of school climate and PA among high school students. School climate or policies fostering positive environments including feelings of safety, connectedness, and peer support may increase adolescent PA; addressing peer victimization and fights may reduce gender disparities in PA.

show abstract

Section: Discussionmentioning

confidence: 99%

School climate‐related determinants of physical activity among high school girls and boys

Rajbhandari‐Thapa

Metzger

Ingels

et al. 2022

Journal of Adolescence

View full text Add to dashboard Cite

show abstract

“…First, a large body of research has examined school climate in K12 settings (e.g., Cohen et al., 2009). While this research has documented racial differences in perceptions of safety, relationships, and belonging, only a handful of studies have examined the climate for racial diversity itself (Brand et al., 2003; Byrd & Chavous, 2011; Chavous, 2005; Green et al., 1998; Griffin et al., 2020). As such, we still have much to learn about K12 students' perceptions of both informal intergroup interactions as well as diversity‐related institutional policies and practices (Byrd, 2017).…”

Section: Discussionmentioning

confidence: 99%

Beyond composition: What the study of diversity in K12 schools can learn from research in higher education

Diehl

Tunzi

2021

Sociology Compass

View full text Add to dashboard Cite

Several decades of interdisciplinary research have demonstrated the benefits of racially and ethnically integrated K12 schools. However, there is still much we do not know about what happens inside diverse schools that lead to these outcomes. In this article, we argue that the study of diversity in higher education, with its greater focus on internal institutional dynamics and a broader range of outcomes, can help K12 researchers fill in these gaps. However, the framework for studying diversity in higher education cannot be applied to K12 schools without first accounting for developmental and structural differences across students and sectors. To that end, this article summarizes the main components of the framework for studying diversity in the higher education literature—compositional, interactional, and organizational diversity—as well as the broad range of outcomes including not only academic achievement but also skills for lifelong learning and dispositions for citizenship in a multiracial democracy, and suggests how they can be adapted for K12 research. We argue that with this comprehensive but adapted framework, research on K12 education can inform practice and policy by providing more insight into the underlying mechanisms of school diversity and its consequences.

show abstract

“…For example, if the client resides in a state in which there is resistance to creating and enacting laws protecting GSD individuals from discrimination, trickle down effects could result in a lack of protections for ERM GSD students who attend schools in that state (Grozelle, 2017;Zongrone et al, 2020). Similarly, a more hostile or discriminatory racial climate in a school, affects student engagement in ERM students (Brown Griffin et al, 2020;Zongrone et al, 2020). Thus, larger societal influences such as homophobia, transphobia, racism or cisgender bias could affect the consultation problem-solving process.…”

Section: Influences By Larger Societymentioning

confidence: 99%

A multicultural, gender, and sexually diverse affirming school‐based consultation framework

Brown

Naser

Griffin

et al. 2021

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

Gender and sexually diverse (GSD) students face unique challenges in schools due to the privileging of cisgender and heterosexist norms in these settings. In particular, GSD youth who belong to ethnically and racially minoritized groups face further challenges within school environments that disregard their cultural contexts and intersectional identities. It is important for school psychologists to ensure safe and high-quality mental health, educational, and behavioral supports for these students. One possible avenue for building these types of supports is through school consultation. When school psychologists collaborate with other professionals in a culturally competent, participatory way, their work has the potential to bolster behavioral, academic, and mental health outcomes at the individual, group, and/or systems levels. Adapting Ingraham's multicultural school consultation model, this article proposes a multicultural, GSD affirming school consultation framework that also approaches the experiences of racially and ethnically minoritized individuals through the lenses of intersectionality and minority stress frameworks. Across its five domains, this adapted framework aims to give practitioners and researchers a conceptual foundation to support GSD students of minoritized ethnic and racial identities by considering interactions among consultants, consultees, and clients within their wider school contexts.

show abstract

Investigating School Racial Climate and Private Racial Regard as Risk and Protector Factors for Black High School Students’ School Engagement

Cited by 13 publications

References 86 publications

School climate‐related determinants of physical activity among high school girls and boys

School climate‐related determinants of physical activity among high school girls and boys

Beyond composition: What the study of diversity in K12 schools can learn from research in higher education

A multicultural, gender, and sexually diverse affirming school‐based consultation framework

Contact Info

Product

Resources

About