Development and validation of the school interracial climate scale

Green, Charles W.; Adams, Afesa M.; Turner, C. W.

doi:10.1007/bf00912525

Cited by 88 publications

(105 citation statements)

References 22 publications

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“…Past studies that have applied this scale in school settings have found high levels of internal consistency, strong evidence of construct validity, and have confirmed the four component factors (Green, Adams and Turner, 1988;Gaertner et al, 1994). The Cronbach alphas reported in Table A.1 are quite similar to those reported in these earlier studies.…”

Section: School Interracial Climate Scalesupporting

confidence: 77%

Intergroup Relations in Integrated Schools: A Glimpse Inside Interdistrict Magnet Schools

Bifulco

Buerger

Cobb³

2012

EPAA

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Abstract:The frequency and quality of intergroup contact within racially and ethnically diverse schools has potentially important implications for the achievement of desegregation goals. The analyses presented here use survey data to assess intergroup contact within a sample of ten interdistrict magnet schools in Connecticut. Findings indicate frequent intergroup interactions within interdistrict magnet schools, but also that the perceived quality of intergroup relations differs across racial groups and both the frequency and quality of intergroup contact varies considerably across schools. Students who report higher quality intergroup relations in their school also tend to report more positive academic environments and more positive attitudes towards other groups. Relaciones intergrupales en las escuelas integradas: un vistazo rápido a las escuelas magnet interdistritales*Resumen: La frecuencia y la calidad del contacto entre grupos en las escuelas con diversidad racial y étnica tienen implicaciones potencialmente importantes para lograr los objetivos de la integración. Los análisis presentados aquí utilizan datos de encuestas para evaluar el contacto intergrupal con un grupo de diez escuelas magnet interdistritales en Connecticut. Los resultados indican que las interacciones entre grupos son comunes dentro de las escuelas magnet entre distritos, y también que la calidad de las relaciones intergrupales entre los grupos raciales difiere y que tanto la frecuencia y la calidad de contacto intergrupal, varían considerablemente entre las escuelas. Los estudiantes que señalan una mayor calidad de las relaciones intergrupales en las escuelas también suelen señalar ambientes académicos más positivos y mejores actitudes positivas hacia otros grupos. En conjunto, estos resultados indican que se debe prestar atención a las relaciones intergrupales en las escuelas con diversidad racial y étnica si se tiene la intención de llevar a cabo los objetivos del sistema educativo integrado. Palabras clave: integración; interacción pares; amistad, escuelas urbanas; raza. *Las escuelas Magnet son escuelas públicas que reciben fondos adicionales para alcanzar la meta de reducción de la segregación voluntaria. Estas son escuelas que ofrecen un programa de estudios o un enfoque diferenciado de instrucción, que atraen a los estudiantes que viven fuera de la escuela local y tener la diversidad como un objetivo explícito. Fuente: http://www.publicschoolreview.com/articles/2 Relações Intergrupais em Escolas Integradas: Um breve olhar sobre as escolas Magnet* InterdistritaisResumo: A frequência e a qualidade do contato intergrupal em escolas com diversidade racial e étnica têm implicações potencialmente importantes na concretização dos objetivos de integração. As análises aqui apresentadas usam dados de pesquisa para avaliar o contato intergrupal numa amostra de dez escolas Magnet Interdistritais em Connecticut. Os resultados indicam que as interações intergrupais são frequentes dentro das escolas Magnet Interdistritais, mas também que a qu...

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Section: School Interracial Climate Scalesupporting

confidence: 77%

Intergroup Relations in Integrated Schools: A Glimpse Inside Interdistrict Magnet Schools

Bifulco

Buerger

Cobb³

2012

EPAA

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“…Initial efforts to 'integrate' immigrant and ethnic minority students therefore primarily focussed on their adoption of (and assimilation to) the mainstream culture. This was later accompanied by efforts to prevent prejudice and discrimination by students representing the cultural majority (Beelmann, Heinemann, & Saur, 2009;Green, Adams, & Turner, 1988). Teachers would encourage contact and collaboration amongst diverse students (e.g., through encouraging diverse work groups, cooperative learning, and mixed seating arrangements), and strive to treat all students equally.…”

Section: Evolution Of Cultural Diversity Perspectives In Educationmentioning

confidence: 99%

From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools

Schachner

2017

European Journal of Developmental Psychology

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“…Though relatively few in number, research has demonstrated that African American students experiencing school racial climates characterized by frequent intergroup contact, fair treatment, and respect for all races show more positive achievement (Green et al, 1988) and motivation (Brand, Felner, Shim, Seitsinger, & Dumas, 2003;Ryan & Patrick, 2001). The broad literature focused on teacher-student relationships among adolescent youth indicate that perceptions of strong teacher support and high expectations relate to higher self-efficacy, motivation efforts, and school performance among African American youth (e.g., Honora, 2003;Marcus et al, 1991).…”

Section: Racial Climate and Achievement Outcomesmentioning

confidence: 99%

“…Still, although school climate has been recognized as a significant contributor to adolescent outcomes, including academic achievement (Esposito, 1999;Kuperminc, Leadbeater, Emmons, & Blatt, 1997;Roeser & Eccles, 1998;Zullig, Huebner & Patton, 2011), racial climate has been under-examined as a component of school climate (Green, Adams, & Turner, 1988;Mattison & Aber, 2007).…”

Section: The Importance Of School Climatementioning

confidence: 99%

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School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

et al. 2017

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This investigation utilized an integrative model of development for ethnic minority children and a process model of engagement to explore whether three dimensions of school engagement (behavioral, emotional, and cognitive) mediated relationships between school racial climate, academic performance, and educational aspirations. A total of 139 African American students were recruited from a high school in the southeastern United States. Findings revealed an indirect association between perceptions of racial fairness and academic achievement indicators through behavioral and cognitive engagement. Behavioral and cognitive engagement also mediated relationships between youths’ perceived peer discrimination and academic achievement indicators. No significant indirect associations between teacher discrimination and academic achievement through school engagement dimensions were found. Study limitations, future directions, and implications are discussed.

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Development and validation of the school interracial climate scale

Cited by 88 publications

References 22 publications

Intergroup Relations in Integrated Schools: A Glimpse Inside Interdistrict Magnet Schools

Intergroup Relations in Integrated Schools: A Glimpse Inside Interdistrict Magnet Schools

From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

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