Disparities in School Climate: Examining Equity Across Socioeconomic Status, Gender Identity, and Race/Ethnicity

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 4
  In Roundtable Session: Reimagining Assessment for Equity and Student Learning Across Educational Contexts

Abstract

This study examined group differences in students’ perceptions of school climate across socioeconomic status, gender identity, and race/ethnicity using a large, diverse sample (N=11,146). Multigroup confirmatory factor analyses supported strong invariance across all three demographic dimensions, allowing valid comparisons of latent means among groups. Students reporting lower SES and those identifying as female or gender expansive reported significantly less favorable school climate experiences across all subscales. Compared to White students, Hispanic students reported more positive perceptions in safety-related domains, while Black students reported more negative experiences in interpersonal aspects of school climate. Students with multiple minoritized identities also reported lower overall perceptions compared to those without. Findings highlight persistent disparities and the need for equitable, inclusive school environments.

Authors

• Aakash Arvind Chowkase, Yale University

• Jessica D. Hoffmann, Yale University

• Jennifer Seibyl, Yale University

• Kalee DeFrance, University of British Columbia - Okanagan