Revisiting the Crisis of Authority in Predominantly Black Schools: Evidence From the High School Longitudinal Study Data

• In Event: 16.060 - Roundtable Session 3
  In Roundtable Session: 16.060-4 - Educating Marginalized Youth in the Current Social Context

Abstract

Previous studies reveal that there is a significant school climate gap between Black-majority schools and predominantly White and integrated schools. Given the selection process into predominantly Black schools, however, the apparent effect of a school’s racial composition on its climate could be merely an artifact of selection bias. Above all, virtually no research has empirically investigated possible mechanisms that might mediate the effect of racial composition on school climate. This study thus examines whether and why predominantly Black schools affect behavioral climate for 9th grade students. Our empirical evidence demonstrates that Black-majority schools face a set of behavioral challenges that are not due to race per se, but are common to socially-disadvantaged schools serving low-SES students.

Authors

• Baeksan Yu, University of Pittsburgh

• Sean P. Kelly, University of Pittsburgh