ERIC Number: EJ1399147
Record Type: Journal
Publication Date: 2023
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0012-1649
EISSN: EISSN-1939-0599
Fostering School Equity: A Racial Socialization Approach to Creating an Equitable School Climate and Reducing Disciplinary Infractions
Wang, Ming-Te; Del Toro, Juan; Scanlon, Christina L.; McKellar, Sarah E.
Developmental Psychology, v59 n11 p2105-2118 2023
Despite numerous efforts to attenuate the Black-White discipline gap in U.S. schools, Black students are still suspended for minor infractions at a disproportionately higher rate than their White peers. Using a racially diverse sample (n = 1,515; M[subscript age] = 12.7; 50% boys; 72% Black, 28% White), this 3-year longitudinal study examined whether student perceptions of school racial socialization practices (i.e., cultural socialization, promotion of cultural competence) were linked to a lower likelihood of receiving a suspension for a minor infraction through improved school climate perceptions and whether these links differed between Black and White students. Results showed that school racial socialization was associated with a lower likelihood of receiving a suspension for a minor infraction and improved school climate perceptions for all students. Moreover, students' perceptions of school climate mediated the link between school racial socialization and suspensions among both Black and White students. Considering these results, school racial socialization is a promising means for improving students' school climate perceptions, reducing inequitable disciplinary practices, and fostering school equity.
Descriptors: Equal Education, Racial Differences, Discipline, African American Students, Suspension, Socialization, Educational Environment, Probability, Race, White Students, Multicultural Education
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 15117