Context matters: how relative representation shapes Black and Latiné adolescents' perceptions of school ethnic climate and discrimination
IntroductionThe current study used path analysis to examine Black and Latiné students' experiences with discrimination at school as a function of relative representation and perceptions of the school ethnic climate.MethodParticipants included 2,063 United States eighth graders (51% female; M =...
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Frontiers Media S.A.
2025-07-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1621793/full |
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| author | Amirah Saafir Jessica Morales-Chicas Kara Kogachi Sandra Graham |
| author_facet | Amirah Saafir Jessica Morales-Chicas Kara Kogachi Sandra Graham |
| author_sort | Amirah Saafir |
| collection | DOAJ |
| description | IntroductionThe current study used path analysis to examine Black and Latiné students' experiences with discrimination at school as a function of relative representation and perceptions of the school ethnic climate.MethodParticipants included 2,063 United States eighth graders (51% female; M = 13.33 years) who self-identified as Black (24%) or Latiné (76%).ResultsResults indicated that relative representation significantly predicted perceptions of the school ethnic climate such that, overrepresentation in class compared to the broader school context was associated with less favorable perceptions of the school ethnic climate, as measured by teacher support norms around diversity (b = −0.42, p < 0.001). In turn, less positive perceptions of teacher support norms predicted greater perceived discrimination from both adults (b = −0.78, p < 0.001) and peers (b = −0.35, p < 0.001).DiscussionThese findings highlight the importance of considering relative representation and underscore the critical role of teachers in fostering classroom environments that support ethnic and racial diversity and reduce discriminatory experiences for Black and Latiné youth. |
| format | Article |
| id | doaj-art-9f0f7197226c400a8e865dbae6133a28 |
| institution | DOAJ |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-9f0f7197226c400a8e865dbae6133a282025-08-20T02:46:24ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-07-011010.3389/feduc.2025.16217931621793Context matters: how relative representation shapes Black and Latiné adolescents' perceptions of school ethnic climate and discriminationAmirah Saafir0Jessica Morales-Chicas1Kara Kogachi2Sandra Graham3Department of Child and Adolescent Studies, California State University, Fullerton, CA, United StatesDepartment of Child and Family Studies, California State University, Los Angeles, CA, United StatesDepartment of Child Development, California State University, Dominguez Hills, CA, United StatesDepartment of Education, University of California, Los Angeles, Los Angeles, CA, United StatesIntroductionThe current study used path analysis to examine Black and Latiné students' experiences with discrimination at school as a function of relative representation and perceptions of the school ethnic climate.MethodParticipants included 2,063 United States eighth graders (51% female; M = 13.33 years) who self-identified as Black (24%) or Latiné (76%).ResultsResults indicated that relative representation significantly predicted perceptions of the school ethnic climate such that, overrepresentation in class compared to the broader school context was associated with less favorable perceptions of the school ethnic climate, as measured by teacher support norms around diversity (b = −0.42, p < 0.001). In turn, less positive perceptions of teacher support norms predicted greater perceived discrimination from both adults (b = −0.78, p < 0.001) and peers (b = −0.35, p < 0.001).DiscussionThese findings highlight the importance of considering relative representation and underscore the critical role of teachers in fostering classroom environments that support ethnic and racial diversity and reduce discriminatory experiences for Black and Latiné youth.https://www.frontiersin.org/articles/10.3389/feduc.2025.1621793/fullschool ethnic climaterelative representationdiscriminationteachersclassroom representation |
| spellingShingle | Amirah Saafir Jessica Morales-Chicas Kara Kogachi Sandra Graham Context matters: how relative representation shapes Black and Latiné adolescents' perceptions of school ethnic climate and discrimination Frontiers in Education school ethnic climate relative representation discrimination teachers classroom representation |
| title | Context matters: how relative representation shapes Black and Latiné adolescents' perceptions of school ethnic climate and discrimination |
| title_full | Context matters: how relative representation shapes Black and Latiné adolescents' perceptions of school ethnic climate and discrimination |
| title_fullStr | Context matters: how relative representation shapes Black and Latiné adolescents' perceptions of school ethnic climate and discrimination |
| title_full_unstemmed | Context matters: how relative representation shapes Black and Latiné adolescents' perceptions of school ethnic climate and discrimination |
| title_short | Context matters: how relative representation shapes Black and Latiné adolescents' perceptions of school ethnic climate and discrimination |
| title_sort | context matters how relative representation shapes black and latine adolescents perceptions of school ethnic climate and discrimination |
| topic | school ethnic climate relative representation discrimination teachers classroom representation |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1621793/full |
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