IDEAS home Printed from https://ideas.repec.org/a/eee/cysrev/v63y2016icp10-15.html
   My bibliography  Save this article

A latent class analysis of school climate among middle and high school students in California public schools

Author

Listed:
  • De Pedro, Kris Tunac
  • Gilreath, Tamika
  • Berkowitz, Ruth

Abstract

Research has shown that a positive school climate plays a protective role in the social, emotional, and academic development of adolescent youth. Researchers have utilized variable centered measures to assess school climate, which is limited in capturing heterogeneous patterns of school climate. In addition, few studies have systematically explored the role of race and gender in perceived school climate. This study utilizes a latent class approach to assess whether there are discrete classes of school climate in a diverse statewide sample of middle and high school youth. Drawing from the 2009–2011 California Healthy Kids Survey, this study identified four latent classes of school climate: Some caring, connectedness, and safe; negative climate; high caring, participation, and safe; and positive climate. The findings indicated that race and grade level significantly predicted school climate class membership. Black students were three times more likely to be members of the negative school climate class, when compared to White students. Gender did not significantly predict school climate class membership. The results of this study provide school climate researchers and educators with a nuanced picture of school climate patterns among middle and high school students.

Suggested Citation

  • De Pedro, Kris Tunac & Gilreath, Tamika & Berkowitz, Ruth, 2016. "A latent class analysis of school climate among middle and high school students in California public schools," Children and Youth Services Review, Elsevier, vol. 63(C), pages 10-15.
    • Handle: RePEc:eee:cysrev:v:63:y:2016:i:c:p:10-15
    DOI: 10.1016/j.childyouth.2016.01.023
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0190740916300238
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.childyouth.2016.01.023?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Jones, Tiffany M. & Fleming, Charles & Williford, Anne, 2020. "Racial equity in academic success: The role of school climate and social emotional learning," Children and Youth Services Review, Elsevier, vol. 119(C).
    2. Yanqiu Yu & Joyce Hoi-Yuk Ng & Anise M. S. Wu & Juliet Honglei Chen & Deborah Baofeng Wang & Guohua Zhang & Mengni Du & Dajin Du & Mingxuan Du & Joseph T. F. Lau, 2022. "Psychometric Properties of the Abbreviated Version of the Dual School Climate and School Identification Measure–Student (SCASIM-St15) among Adolescents in China," IJERPH, MDPI, vol. 19(24), pages 1-11, December.
    3. Shim-Pelayo, Holly & De Pedro, Kris Tunac, 2018. "The role of school climate in rates of depression and suicidal ideation among school-attending foster youth in California public schools," Children and Youth Services Review, Elsevier, vol. 88(C), pages 149-155.
    4. José Luis Gálvez-Nieto & Karina Polanco-Levicán & Braulio Navarro-Aburto & Juan Carlos Béltran-Véliz, 2023. "Explanatory Factors of School Climate and School Identification: An Analysis of Multilevel Latent Profiles," Sustainability, MDPI, vol. 15(19), pages 1-16, September.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:cysrev:v:63:y:2016:i:c:p:10-15. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.elsevier.com/locate/childyouth .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.