Poster #43 - Adolescents' Experiences of School Climate: Differences by Identity Group and Perceived Discrimination

• In Event: Poster Session 01

Abstract

Previous research has documented the importance of school climate on students’ wellbeing and academic success (Thapa et al., 2013). More recently, scholars have called for the examination of the multidimensional nature of school climate in conjunction with student characteristics such as grade, race, sexual identity, and gender identity (Bradshaw et al, 2015; Iovero & Russell 2022; Waasdorp et al, 2020). To understand differences in perceptions of school climate and student characteristics, it is also important to understand students’ experiences of discrimination from peers and teachers separately and how these experiences may relate to perceptions of school climate.

To address this 9th and 10th grade students’ (N = 859, Mage = 15.07, SD = 0.79) reported on their school climate and experiences of teacher and peer discrimination (see Table for demographics).

Participants completed measures of perceived discrimination by their peers (α = 0.83) and teachers (α = 0.89) modified from a measure of general racial discrimination (1 = never to 5 = every day; Eccles et al., 2006; Wong et al., 2003). Participants also completed the School Climate Measure (1 = strongly disagree to 5 = strongly agree; Zullig et al., 2015). Measurement model fit was acceptable χ2(808) = 2045.83, p < .001; CFI = 0.93; TLI = 0.92; RMSEA = .05, [CI = .047, .052]; SRMR = .05. Path analysis fit was acceptable (see Figure).

Sexual minority adolescents (b = -0.46; p < .001) and 9th graders (b = -0.15; p = .054) reported significantly higher levels of peer discrimination than their heterosexual peers and 10th graders. For teacher discrimination, boys (b = 0.15; p = .047) and 9th graders (b = -0.21; p = .005) reported significantly higher levels of teacher discrimination than girls and 10th graders.
Experiences of peer discrimination were significantly related to less positive social relationships (b = -0.12; p = .050). Experiences of teacher discrimination were significantly related to less positive perceptions of school discipline (b = -0.15; p = .015), less opportunities for engagement (b = -0.16; p = .007), less academic support (b = -0.19; p = .001), more parental involvement (b = 0.16; p = .011), and more perceived exclusion (b = 0.31; p < .001).

Sexual minority adolescents reported less positive social relationships (b = 0.23; p = .011), less positive perceptions of school discipline (b = 0.24; p = .013), less opportunities for engagement (b = 0.20; p = .030), less academic support (b = 0.27; p = .003), less parental involvement (b = 0.27; p =.006), and less school connectedness (b = 0.27; p = .004) compared to their straight peers. There were no significant differences in perceived exclusion based on sexual orientation (b = 0.08; p = .415).

This study is an important step in continuing to understand school experiences of sexual minority adolescents within the southeastern United States. By gaining a better understanding of student’ experiences of discrimination and perceptions of school climate, we can then better focus our efforts into specific areas of improvement and interventions.

Authors

• Emily A Herry, Ohio State University
  Presenting Author

• Kelly Lynn S Mulvey, North Carolina State University