The Unequal Effects of School Connectedness: Capturing the Complexity of the Construct for African American Youth

• In Event: Equity-Related Insights From Studies of School Community, Climate, and Culture

Abstract

This study examined perceptions of school connectedness across racial subgroups and the relationships between school connectedness, teacher racial composition, peer/adult/teacher support, discrimination, and expectations, as measured by the Georgia Student Health Survey 2.0. Relationships were explored using data collected from middle school students across 580 public schools in Georgia. This two-part, quantitative study employed analysis of variance, exploratory factor analysis, and an integrated, multilevel modeling approach for statistical analyses. Results indicated that perceptions of school connectedness are practically similar across racial groups. Further analyses revealed Black students’ conception of school connectedness differs from the construct widely used in Georgia. Findings are discussed in terms of challenges facing racial equity in understanding, contextualizing, and developing culturally sensitive measures of school connectedness.

Author

• Adrian Neely, Morehouse College