Exploring Institutional Culture of Care

• In Event: Increasing College-Going Opportunities for Black and Latino Youth

Abstract

I. Objective
The purpose of this study is to examine the unique and complex relationship between Institutional Culture of Care and students’ college-going behavior. Institutional Culture of Care, different from individual care, focuses on creating a school culture that results in a learning environment where students and teachers feel respected and valued (Cooper & Chickwe, 2012, Cooper, Smith, Jenkins, 2013).
Given the hypothesized relationship between Institutional Culture of Care and college going behaviors, this paper will expand upon the previous research on care in schools by focusing on the following three research questions:
* What is the relationship between students’ perceived institutional care and participation in college-going behaviors?
* In what ways does the participation in college going behaviors differ for students based on their perceptions of institutional care?
* To what extent does students’ perceived institutional care impact participation in college- going behaviors?
II. Literature Review
Students who get involved in the culture and activities of the school develop a greater sense of belonging, which is positively associated with college-going behaviors such as: being enrolled in college preparatory courses, completing courses in core academic subjects with a minimum of 2.5 GPA, remaining credit current, speaking to the school counselor about college, and being involved in co-curriculum activities. (Goodenow, 1993; McClafferty, McDonough, & Nunez, (2002).
II. Theoretical Framework
Two theories undergird our work: political race theory (Guinier & Torres, 2002) and Noddings concept of authentic caring and aesthetic caring (1984, 1992). Together these theories aid our understanding of the relationship between race, class, power, and school achievement (Cooper & Chizhik, 2004). Given the impact of both race and social class on student achievement, it is vital that scholars continue to focus greater attention on identifying and reconciling ways in which race and class affect underrepresented groups educationally.
III. METHODS
To assess students’ perceived level of Institutional Culture of Care, a student questionnaire was disseminated in the fall of 2014. Survey data was gathered from over 10,000 students in 12 California high schools using a modified version of the Multi-dimensional Student Transitional Choice Scale (Cooper & Markoe-Hayes, 2005).
Data were analyzed using a series of multivariate analyses of variance (MANOVA). These statistical test were performed to explore the relationship between college-going behaviors students’ perceived level of Institutional Culture of Care. Additionally, stepwise multiple regression analyses were performed to further assess the predictive power of individual characteristics and Institutional Culture of Care on college-going behaviors.
IV. Preliminary Findings:
Preliminary data analyses suggest the following findings:

* There is a positive correlation between students' perception of institutional care and increased participation in college-going behaviors.
* Students with high levels of perceived institutional care are more likely to report participation in college-going behaviors.

* Perceived level of institutional care differed by gender and race, as did college-going behaviors.
V. Significance
This research highlights the significant impact a supportive and caring school environment has on students’ motivation to reach the academic goals set forth by the institution, their families, and, most importantly, themselves.

Authors

• Robert Cooper, University of California - Los Angeles

• DeMarcus Antonio Jenkins, University of California - Los Angeles