School Climate, Academic Achievement and Educational Aspirations in Roma Minority and Bulgarian Majority Adolescents

Autor/inn/en	Dimitrova, Radosveta; Ferrer-Wreder, Laura; Ahlen, Johan
Titel	School Climate, Academic Achievement and Educational Aspirations in Roma Minority and Bulgarian Majority Adolescents
Quelle	In: Child & Youth Care Forum, 47 (2018) 5, S.645-658 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-018-9451-4
Schlagwörter	Foreign Countries; Educational Environment; Academic Achievement; Academic Aspiration; Minority Group Students; Adolescents; Mothers; Fathers; Teachers; Correlation; Bulgaria + Suchen Sie Ihr Suchwort? Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mother; Mutter; Lehrer; Lehrerin; Lehrende; Korrelation; Bulgarien
Abstract	Background: School climate can promote students' academic achievement and high educational aspirations. School climate refers to the quality and character of school life, norms, values, social interactions and organizational processes within a school. Objective: We examined for the present sample whether (a) school climate relates to academic achievement and educational aspirations and (b) such relations vary for Roma minority compared to their majority peers. Method: Participants in this cross-sectional study were 356 adolescents aged 11-19 years old (159 Roma, 197 Bulgarian majority), 332 mothers (149 Roma, 183 majority), 231 fathers (104 Roma, 127 majority) and 221 majority teachers who completed self-report surveys to address the study goals. Adolescents provided data on educational aspirations and academic achievement, parents on their children's educational aspirations and teachers reported on school climate. We employed linear mixed models to explore associations of school climate, academic achievement and educational aspirations among Roma and Bulgarian majority youth. Results: There were negative associations between teacher-reported school climate and students' academic achievement, as well as adolescent and parental educational aspirations for Roma adolescents only. Roma adolescents and parents reported lower academic achievement and educational aspirations than their majority counterparts. Conclusions: This study supports the relevance of school climate in relation to academic achievement and aspirations of disadvantaged minority students. Interventions should pay close attention to perceptions and attitudes in a school to successfully promote positive outcomes among students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01