Dissertation/Thesis Abstract

Student, Parent, and Teacher Perceptions of School Racial Climate in a Charter Middle School in South Los Angeles: A Microcosm of Missed Opportunity
by Wicks, Joan Y., Ed.D., Loyola Marymount University, 2016, 231; 10252070
Abstract (Summary)

This qualitative case study explores student, parent, and teacher perceptions of school racial climate and its impact on students’ academic and personal lives at a charter middle school in South Los Angeles. The study also explores teacher handling of the impact of racial tensions at this school with a majority Latin@ student enrollment and a predominantly Black teaching staff. School climate refers to the perceived quality of interpersonal interactions among teachers, students, staff, and parents. A positive school climate is associated with increased academic achievement and decreased disciplinary problems. Conversely, schools wrought with interethnic conflict or a poor racial climate divert focus and resources away from student learning and toward chronic disciplinary problems and teacher attrition. This case study demonstrates how Black administrators handled displacement by a large immigrant Latin@ population by instituting a system of Black privilege to protect political and economic space. The massive immigration of Latin@s offered a critical opportunity for coalition building with Blacks. However, a competition-based framework emerged, rendering this case study a microcosm of missed opportunity in South Los Angeles and beyond.

Indexing (document details)
Advisor: Baltodano, Marta
Commitee: Bickett, Jill, Lapayese, Yvette V.
School: Loyola Marymount University
Department: Education
School Location: United States -- California
Source: DAI-A 78/07(E), Dissertation Abstracts International
Subjects: African American Studies, Middle School education, Latin American Studies
Keywords: Black and latino conflict, Interethnic conflict, Race relations, Racial climate, School climate
Publication Number: 10252070
ISBN: 978-1-369-44420-9
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