Race and Risk Behaviors: The Mediating Role of School Bonding

Purpose: Among the most profound inequalities in behavioral health and academic achievement are those associated with racial status. Although part of these disparities can be explained by socioeconomic background, school resources, and access to healthcare, racial differences persist after considering these effects. In light of these findings, social work scholars have argued that school-based practitioners should aim to improve the psychosocial aspects of education in order to minimize racial gaps in student outcomes. In particular, there is growing consensus that the most promising service models reflect an ecological orientation that targets students’ relationships to their school environment. This position is supported by evidence of the role of school bonding in the reduction of risk behaviors across behavioral and academic domains.  However, few studies have provided empirical support for claims that racial group differences in problem behavior may be mediated by these positive social bonds. Given research and theory indicating differential expectations and treatment of students by race in American educational systems, a consideration of the relationships between race, school bonding, and risk behaviors is warranted. Therefore, this study tests the hypothesis that school bonding mediates the relationship between student racial background and several risk behaviors that are often the focus of school social work interventions.

Methods:  This secondary data analysis of an epidemiological survey (Colorado Healthy Kids Survey) considered results from student surveys administered at 50 urban schools in the spring of 2011 (n= 16,169).  The sample was 55% Latino, 21% White, 13% Black, 7% Multiracial, and 4% Asian.

            Measures: Independent variables were student racial background, with White youth serving as the reference group. Covariates included gender, grade-level, and English proficiency. Dependent variables were cigarette, alcohol, and marijuana use, failing grades, and fighting. The mediating variable was a composite school bonding measure created by the Social Development Research Group, comprised of seven items capturing how relevant, meaningful, and enjoyable school was to respondents.

            Analysis: Using the approach outlined by Barron and Kenny (1986) to establish mediation, we conducted a series of multilevel regression models (students nested within schools) to estimate relationships between school bonding and race (path a), risk behaviors and race (path b), and finally, race, school bonding, and risk behaviors (path c).  

Results: The effect of student racial background on each risk behavior was significantly reduced after accounting for school bonding, indicating partial mediation. However, there were differences in the degree of mediation, depending on the type of risk behavior and racial group of interest.  For example, in the case of alcohol use, the β for Latino students became 0.18 (from 0.25), reflecting a 28% decrease in the effect, whereas the β for Multiracial students became .07 (from .17), reflecting a 59% reduction.  Full results will be discussed during the paper presentation.

Implications:  Study findings suggest that school social work services designed to increase students’ positive school bonds have the potential to reduce racial disparities in risk behaviors. Experimental intervention research is needed to establish a causal pathway between racial background, school bonding, and student outcomes.