TY - JOUR
T1 - Social-Normative Expectations Mediates School Climate’s Association With Academic Achievement in Latino Middle School Students
AU - Bell, Perry J.
AU - White, Gwyne W.
AU - Hatchimonji, Danielle R.
AU - Stepney, Cesalie T.
AU - Linsky, Arielle V.
AU - Vaid, Esha
AU - Elias, Maurice J.
N1 - Publisher Copyright:
© The Author(s) 2017.
PY - 2019/3/1
Y1 - 2019/3/1
N2 - Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wide norms about achievement expectations for their peers, was explored in relation to school climate and academic achievement. The study sample reflected 513 Latino students, Grades 7 and 8. A mediation model found that approximately 30% of the variance in final Language Arts grades was accounted for by the predictors, including control variables (R2 =.299). A distinctive mediation effect was also found, whereby the impact of school climate was associated with an approximately.6 points lower final grade mediated through the indirect pathway of Social-Normative Expectations (b = −0.064, SE = 0.019, 95% confidence interval [CI] = [−0.104, −0.028]). Implications of these findings are discussed.
AB - Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wide norms about achievement expectations for their peers, was explored in relation to school climate and academic achievement. The study sample reflected 513 Latino students, Grades 7 and 8. A mediation model found that approximately 30% of the variance in final Language Arts grades was accounted for by the predictors, including control variables (R2 =.299). A distinctive mediation effect was also found, whereby the impact of school climate was associated with an approximately.6 points lower final grade mediated through the indirect pathway of Social-Normative Expectations (b = −0.064, SE = 0.019, 95% confidence interval [CI] = [−0.104, −0.028]). Implications of these findings are discussed.
KW - multicultural education
KW - schools
KW - students
KW - urban education
UR - http://www.scopus.com/inward/record.url?scp=85060877700&partnerID=8YFLogxK
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U2 - 10.1177/0013124517719972
DO - 10.1177/0013124517719972
M3 - Article
AN - SCOPUS:85060877700
SN - 0013-1245
VL - 51
SP - 374
EP - 394
JO - Education and Urban Society
JF - Education and Urban Society
IS - 3
ER -