School Climate in White and Black Elementary Schools: A Comparative Study

An attempt is made to examine school climate differences between white & black elementary schools. A social-psychological frame of reference was utilized. School climate was measured by scales & factors developed from a student questionnaire administered at 16 schools (N=2,743). High achievement level was defined by a score at or above 50, & SES was classified with 49 as the high/low boundary. Data were obtained from a nonrandom sample of 10 white & 6 black Ur elementary schools. Design for the study was a 3-way MANOVA with 2 levels of race, SES, & achievement. Results indicated that black & white schools differed on scales & 4 factors. 7 scales were considered: reported student press for competition or individual performance; importance of student self-identity or role; academic norms of the school; sense of control; self-concept of academic ability; perceived expectations & evaluations; & reported teacher press for competition or individual performance. Further inquiry into those measures which are different between races may provide insight into the achievement differential between black & white schools. 10 Tables. Modified AA.