GSE Publications

Document Type

Journal Article

Date of this Version

December 1996

Abstract

This article reports findings of a study of third-graders' perceptions of school climate, a key variable of the Comer School Development Program. A self-report survey was individually administered to 1,000 African American and 260 Latino children participating in an evaluation of the Comer process; data were factor-analyzed. African American children viewed teacher-child relations as the most important dimension of school climate. For them, besides acknowledging best efforts, caring teachers listened to children and were available to comfort and help with school and personal problems. Latino children stressed teacher fairness, caring, and praise for effort as well as the importance of moral order. Both groups emphasized following school rules and performing well, values consistent with the Comer process.

Comments

Permission granted by the Publisher. Reprinted from The Journal of Negro Education, Volume 65, Issue 1, Winter 1996, pages 60-70.
Publisher URL: http://www.jstor.org/journals/00222984.html

NOTE: At the time of publication the author, Diana Slaughter-Defoe was affiliated with Northwestern University. Currently March 2007, she is a faculty member of the Graduate School of Education at the University of Pennsylvania.

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Date Posted: 24 April 2007

This document has been peer reviewed.