Student Diversity and Teacher Homogeneity: A Longitudinal Study of School Climate and Adolescent Ethnic Identity

• In Event: 31.055 - Development of Ethnic Identity and Self-Concept in Adolescents

Abstract

This mixed methods longitudinal study explores the changes in adolescents’ perception of school climate over the course of three years and the possible moderating influence that ethnicity, ethnic identity, and gender may have on perception of school climate. The 986 students in an ethnically diverse community in the Great Lakes region are taught in schools with educators who are primarily White and female. The preliminary quantitative and qualitative analysis indicates that White female students feel most positive about school climate. While Hispanic and African-American males also feel relatively positive about school, the qualitative data demonstrates that the journey to these perceptions is significantly different. Developmental differences are also presented as adolescents progress from 8th grade through high school.

Authors

• Margaret Z. Booth, Bowling Green State University

• Erin M. Curran, Bowling Green State University