Perceptions of parents' ethnic identities and the personal ethnic-identity and racial attitudes of biracial adults
In: Cultural diversity and ethnic minority psychology, Band 21, Heft 1, S. 65-75
ISSN: 1939-0106
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In: Cultural diversity and ethnic minority psychology, Band 21, Heft 1, S. 65-75
ISSN: 1939-0106
In: Education and urban society, Band 51, Heft 3, S. 374-394
ISSN: 1552-3535
Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wide norms about achievement expectations for their peers, was explored in relation to school climate and academic achievement. The study sample reflected 513 Latino students, Grades 7 and 8. A mediation model found that approximately 30% of the variance in final Language Arts grades was accounted for by the predictors, including control variables ( R2= .299). A distinctive mediation effect was also found, whereby the impact of school climate was associated with an approximately .6 points lower final grade mediated through the indirect pathway of Social-Normative Expectations ( b = −0.064, SE = 0.019, 95% confidence interval [CI] = [−0.104, −0.028]). Implications of these findings are discussed.