Christy M Byrd1. 1. Psychology Department, University of California, Santa Cruz, California, USA.
Abstract
BACKGROUND: The conceptualization of the role of race and culture in students' experience of school has been limited. This study presents a more comprehensive and multidimensional framework than previously conceptualized and includes the two domains of (1) intergroup interactions (frequency of interaction, quality of interaction, equal status, and support for positive interaction) and (2) school racial socialization (cultural socialization, mainstream socialization, promotion of cultural competence, colourblind socialization, critical consciousness socialization, and stereotyping) (Byrd, 2015, Journal of Educational Research, 108, 10). AIMS: The scale presents a measure of school racial climate for middle and high school students and tests for evidence of reliability and validity in two independent, nationwide samples. SAMPLE AND METHOD: Participants were 819 children aged 12-18 (M = 15.27, SD = 1.58) who completed the School Climate for Diversity - Secondary Scale and a number of validating measures: general school climate, perceived discrimination, culturally responsive teaching, grades, and academic motivation. RESULTS AND CONCLUSIONS: Confirmatory factor analyses and reliability analyses showed support for the 10-factor structure of the scale, and the subscales were associated with the validating measures in expected ways.
BACKGROUND: The conceptualization of the role of race and culture in students' experience of school has been limited. This study presents a more comprehensive and multidimensional framework than previously conceptualized and includes the two domains of (1) intergroup interactions (frequency of interaction, quality of interaction, equal status, and support for positive interaction) and (2) school racial socialization (cultural socialization, mainstream socialization, promotion of cultural competence, colourblind socialization, critical consciousness socialization, and stereotyping) (Byrd, 2015, Journal of Educational Research, 108, 10). AIMS: The scale presents a measure of school racial climate for middle and high school students and tests for evidence of reliability and validity in two independent, nationwide samples. SAMPLE AND METHOD:Participants were 819 children aged 12-18 (M = 15.27, SD = 1.58) who completed the School Climate for Diversity - Secondary Scale and a number of validating measures: general school climate, perceived discrimination, culturally responsive teaching, grades, and academic motivation. RESULTS AND CONCLUSIONS: Confirmatory factor analyses and reliability analyses showed support for the 10-factor structure of the scale, and the subscales were associated with the validating measures in expected ways.