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School Climate and Trajectories of Black Students' Academic Performance Throughout Middle School.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	School Climate and Trajectories of Black Students' Academic Performance Throughout Middle School./
Author:	Morton, Laren B.
Description:	1 online resource (150 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
Subject:	Individual & family studies. -
Online resource:	click for full text (PQDT)
ISBN:	9798382794310

School Climate and Trajectories of Black Students' Academic Performance Throughout Middle School.
Morton, Laren B.

School Climate and Trajectories of Black Students' Academic Performance Throughout Middle School. - 1 online resource (150 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: B.

Thesis (Ph.D.)--University of Georgia, 2024.

Includes bibliographical references

School climate is one of the most important school level factors shaping children's developmental outcomes. More specifically, school climate has been found to contribute to school practices that promote or hinder students' academic achievement, academic engagement, and academic motivation with more positive reports of school climate improving students' academic outcomes compared to more negative school climates. The impact of such school climates for minoritized students' academic outcomes are similar but exacerbated by school characteristics that disproportionately impact Black students compared to White students. These two dissertation studies explore changes in Black students' (N = 180) academic engagement, motivation, and achievement during the transition from late elementary school through middle school in relation to school climate and additional school, individual, and familial level characteristics. In the first study, group-based trajectory modeling was used to identify profiles of change in Black students' academic engagement and motivation while the second study used a latent basis model within growth mixture modeling to explore non-linear trajectories of change for Black students' reading and math achievement. In the first study, profiles of change were identified for academic engagement and motivation and school climate was associated with student membership in decreasing engagement and motivation profiles. In the second study, profiles of change were only identified for math achievement. School quality rather than school climate was associated with membership in the high math achievement profile.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382794310Subjects--Topical Terms:

1181440
Individual & family studies.
Subjects--Index Terms:

Academic achievementIndex Terms--Genre/Form:

554714
Electronic books.

School Climate and Trajectories of Black Students' Academic Performance Throughout Middle School.
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520 $a School climate is one of the most important school level factors shaping children's developmental outcomes. More specifically, school climate has been found to contribute to school practices that promote or hinder students' academic achievement, academic engagement, and academic motivation with more positive reports of school climate improving students' academic outcomes compared to more negative school climates. The impact of such school climates for minoritized students' academic outcomes are similar but exacerbated by school characteristics that disproportionately impact Black students compared to White students. These two dissertation studies explore changes in Black students' (N = 180) academic engagement, motivation, and achievement during the transition from late elementary school through middle school in relation to school climate and additional school, individual, and familial level characteristics. In the first study, group-based trajectory modeling was used to identify profiles of change in Black students' academic engagement and motivation while the second study used a latent basis model within growth mixture modeling to explore non-linear trajectories of change for Black students' reading and math achievement. In the first study, profiles of change were identified for academic engagement and motivation and school climate was associated with student membership in decreasing engagement and motivation profiles. In the second study, profiles of change were only identified for math achievement. School quality rather than school climate was associated with membership in the high math achievement profile.
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