Beyond the Numbers: Exploring Students' Perceptions of the Factors Associated with Equity in School Climate

Background and Purpose: School climate (safety, belonging, adult-student relationships,) is one factor that is related to academic achievement and school discipline (Wang & Degol, 2015). Yet, less is known about students’ perceptions of the school factors that can promote equity in school climate. This lack of knowledge poses challenges for many districts using student-level climate data for reform efforts, because they may be missing and misunderstanding key factors that influence positive school climate, especially for youth of color who often experience school climate differently than their White counterparts (Voight et al., 2015). Members of a research consortium in Washington state focused on strengthening the assessment and practice of school climate and social emotional learning (SEL) therefore collaborated with the Seattle Public Schools (SPS) to support revisions to their annual school climate survey that can address issues of race and equity. A key goal of this effort was to better understand students’ perceptions of the constructs and items being considered. Specific research questions include: (1) How do students define and understand equity? (2) Do students perceive school climate constructs and items to promote equity? Why or why not?

Methods: Three qualitative focus groups were conducted with a convenience sample of students from two elementary schools and one high school in SPS who represented their schools’ racial composition. A total of 16 students participated in the study, of which 56% were in high school, 56% identified as female, and 88% identified as a youth of color. Two researchers conducted the focus groups in a private room at each school, and a semi-structured interview guide that explored students definitions of equity and perceptions of school climate constructs and items was used to facilitate the group discussion. Two of the three focus groups were audio recorded and transcribed, and typed notes were developed for the third focus group as students declined to be audio recorded. Each document was independently analyzed by members of the research team (n=3) using inductive analytic techniques (i.e., coding, constant comparisons, memoing).  

Results: Students defined equity as a construct that focuses on how students are treated by others (adults and peers) and as an “exception to the rule” for individuals with unique circumstances (academic challenges, employment, caring for younger siblings). Students also perceived being part of a “community” (whole school, classroom, peer group) as contributing to feelings of safety and belonging, and viewed fair (equal and respectful) classroom management strategies and culturally responsive instruction to provide opportunities for meaningful participation. Moreover, students perceived that when adults are aware of their daily life inside and outside school (roles, responsibilities, social interactions) the quality of adult-peer relationship in the school setting is improved.   

Conclusion and Implications: The findings from this research are important in that they highlight the critical role a consortium and youth-centered research approach plays in designing equitable school climate surveys for students. Future research should consider these methodological approaches and the important role race, culture, and social interactions play in students definitions and understandings of equity.