Student Perceptions of Safety in Perceived Similar and Nonsimilar Race High Schools

Thibodeaux, Jarrett

doi:10.1080/15388220.2013.820661

Cited by 11 publications

(10 citation statements)

References 32 publications

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“…Finally, our examination of linkages between racial identity and academic engagement considers adolescents’ school demographic contexts. Schools are developmental contexts that influence academic adjustment in a variety of ways, including interactions with teachers and peers (Stewart, 2007; Thibodeaux, 2013). Studies of racial identity processes have included Black adolescent samples from a variety of demographic contexts, from schools in predominantly Black working-class communities (e.g., Chavous et al, 2003) to predominantly White middle-class suburban schools (e.g., Ispa-Landa & Conwell, 2014), to ethnically diverse schools (Chavous et al, 2008; Douglass, Mirpuri, & Yip, 2017; Yip, Seaton, & Sellers, 2010).…”

Section: Schools As Racialized Developmental Contextsmentioning

confidence: 99%

Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts

Leath

Mathews

Harrison

et al. 2019

American Educational Research Journal

111

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This study examined the associations among racial identity beliefs (centrality and public regard), racial discrimination, and academic engagement outcomes among 1,659 African American adolescents across two demographically distinct school districts, one predominantly Black, working class ( n = 1,100) and one predominantly White, middle class ( n = 559). Across these districts, the youths reported that race was a central aspect of their identity and demonstrated varying levels of public regard. Racial discrimination was negatively associated with academic curiosity and persistence, but this effect was moderated by gender and racial identity. Our findings demonstrate the harmful influence of discrimination on the academic engagement of African American adolescents and the protective roles of racial identity beliefs across gender and school racial contexts.

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Section: Schools As Racialized Developmental Contextsmentioning

confidence: 99%

Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts

Leath

Mathews

Harrison

et al. 2019

American Educational Research Journal

111

View full text Add to dashboard Cite

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“…One such factor prevalent in urban schools is the segregation based on race, or more recently with the rise of charter and selective enrolment schools, segregation based on talent (Sirer, Maroulis, Guimerà, Wilensky, & Amaral, 2015). From previous studies, the school’s racial and achievement composition has effects not only on school achievement (Billings, Deming, & Rockoff, 2014; Darby & Saatcioglu, 2015; White et al, 2016) but also on school disciplinary practices (Sartain, Allensworth, & Porter, 2015; Skiba, Michael, Nardo, & Peterson, 2002) and school safety (Thibodeaux, 2013). Aside from the segregation that happens between schools, within-school segregation also have important consequences for students as Walsemann and Bell (2010) provide preliminary evidence that as within-school discrimination increases, the odds of students having higher educational aspirations actually decrease.…”

Section: Society Expectations and Achievementmentioning

confidence: 99%

Collective Expectations Protecting and Preventing Academic Achievement

Trinidad

2018

Education and Urban Society

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High academic expectation—how far a student expects to get in school—is usually predictive of positive outcomes for a student. Yet less is known about mechanisms behind collective expectation: the proportion of students in a school who expect to pursue further studies. Using urban schools’ data from the Education Longitudinal Study 2002, this research examines how collective expectations affect short-term and long-term outcomes, and the predictors of these expectations. Through hierarchical linear models, I find that collective expectations are positively associated with academic outcomes, and that individual expectations remain significant even after controlling for socioeconomic status. I argue that the results illustrate how school structural and economic forces interact with collective expectations in protecting or preventing personal academic attainment.

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“…Specifically, relative to other racial groups, Black youth report being more afraid both going to and from school (Alvarez & Bachman, 1997), and they also perceive their schools to be less safe (Lacoe, 2015; Schreck & Miller, 2003; Thibodeaux, 2013). For example, Thibodeaux (2013) found that when controlling for racial/ethnic makeup of student bodies, Black students reported feeling less safe at school compared with both White and Hispanic youth. In a particularly rigorous analysis, Lacoe (2015) found that Black youth reported feeling less safe at school even after controlling for neighborhood and community characteristics, and school climate.…”

Section: Racial Gaps In Bullying Perceptions and Judgments Of School mentioning

confidence: 99%

“…Specifically, bullying appears to have a relatively high presence among the African American community (Albdour & Krouse, 2014; Wang, Iannotti, & Nansel, 2009). In addition, research indicates that compared with students from other racial/ethnic backgrounds, Black students report feeling less safe at school (Lacoe, 2015; Schreck & Miller, 2003; Thibodeaux, 2013). This is consistent with the related literature on fear of crime, with Blacks tending to be more fearful of victimization than Whites (Chiricos, Hogan, & Gertz, 1997; Eitle & Taylor, 2008; Weitzer & Kubrin, 2004).…”

mentioning

confidence: 99%

Race, Bullying, and Public Perceptions of School and University Safety

Shelley

Pickett

Mancini

et al. 2017

J Interpers Violence

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Bullying and school crime are important social problems that are receiving increased attention by scholars and policy makers. However, several critical questions remain unaddressed. First, does the public perceive bullying as a serious problem and judge schools-primary, secondary, and postsecondary-as safe or unsafe? Second, does the public use a "bullying lens" to judge school safety-that is, do citizens understand bullying as a serious threat to students' well-being? Third, are there racial differences in these perceptions? Prior research identifies racial differences in the prevalence of bullying, as well as in students' views of school safety and citizens' fear of crime. Similar racial gaps may characterize public perceptions of bullying and school safety. This study begins to illuminate answers to these questions by analyzing data from a representative sample of Virginians. Multivariate regression analyses produce several notable findings. First, we find that members of the public believe bullying in schools is an increasingly serious problem, and their perceptions of bullying influence their judgments of whether schools and colleges/universities are safe. Second, Black members of the public are more likely than persons from other racial and ethnic backgrounds to perceive that bullying is increasing and is a serious problem in schools, and, in turn, to judge that schools and universities are less safe. Our results indicate that members of the public see bullying as a principal threat to student safety. They suggest there is a strong reservoir of public support for antibullying initiatives and, more broadly, efforts to increase student safety.

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Student Perceptions of Safety in Perceived Similar and Nonsimilar Race High Schools

Cited by 11 publications

References 32 publications

Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts

Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts

Collective Expectations Protecting and Preventing Academic Achievement

Race, Bullying, and Public Perceptions of School and University Safety

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