| Owner: |
Jessica Siegel
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| Owner Email: |
siegej04@nyu.edu
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| Paper Title: |
Can School Climate Ameliorate Racial-Ethnic Disparities in Pre-Kindergarten Quality? Evidence From a Large Urban District
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| Session Title: |
Racialized Contexts of Urban Schooling: Discipline, Disparities, and Data (Table 13)
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/14/2023
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| Presentation Location: |
Chicago, IL
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| Descriptors: |
Early Childhood, Race, School Culture
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| Methodology: |
Quantitative
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| Author(s): |
Jessica Siegel, New York University; Alejandro Jorge Ganimian, New York University Steinhardt; Elise Cappella, New York University
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| Unit: |
Division G - Social Context of Education
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| Abstract: |
We investigated whether school climate, specifically school leadership, family ties, and trusting relationships, ameliorated well-documented disparities in pre-kindergarten quality for Black and Latine students relative to their peers. In 615 public schools in a large, urban school district serving a minoritized student population, we explored patterns of disparities and found that Black and Latine children, on average, experience lower-quality pre-kindergarten in terms of classroom organization, emotional support, and instructional support. Using structural equation modeling, we found that a multi-dimensional index of school climate moderated this relationship with pre-kindergarten quality in terms of classroom organization and emotional support, but not instructional support. Findings suggest a potential role for school climate in minimizing the adverse effects of existing inequities in pre-kindergarten quality.
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| DOI: |
https://doi.org/10.3102/2012827
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