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Racial equity in academic success: The role of school climate and social emotional learning

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  • Jones, Tiffany M.
  • Fleming, Charles
  • Williford, Anne

Abstract

Many schools and school districts have put significant effort into improving school climate and the social emotional learning (SEL) of students, as they have been shown to be related to improved academic success. Yet, little is known about whether these efforts will contribute to or ameliorate racial differences in academic outcomes. In a series of structural equation models adjusting for school clustering, this study examined mediating and moderating effects of student perceptions of school climate and their own SEL on race differences in self-reported grades. Asian and Latinx students reported slightly more positive perceived school climate while Multiracial students reported significantly less positive perceived school climate compared to White students. Compared to their White peers, all racial groups reported lower levels of SEL. Significant but small indirect standardized effects of race on grades through social emotional competence but not school climate suggest that SEL partially mediates the relationship of race with grades. The association of SEL with grades was significantly stronger for White students compared to other racial groups; the standardized effect size of the association was nearly twice as large for White students as for Black and Native students.

Suggested Citation

  • 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).
    • Handle: RePEc:eee:cysrev:v:119:y:2020:i:c:s0190740920320466
    DOI: 10.1016/j.childyouth.2020.105623
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    References listed on IDEAS

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    1. 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.
    2. Frohlich, K.L. & Potvin, L., 2008. "Transcending the known in public health practice: The inequality paradox: The population approach and vulnerable populations," American Journal of Public Health, American Public Health Association, vol. 98(2), pages 216-221.
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    1. Salil Goyal & Frank C. Worrell, 2022. "The Association of Social Emotional Constructs and Academic Motivation with Academic Achievement in Adolescents," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 12(2), pages 118-118, November.

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