Show simple item record

dc.contributor.advisorTalbott, Elizabethen_US
dc.contributor.authorSmith, Kari Len_US
dc.date.accessioned2018-02-08T21:31:28Z
dc.date.available2018-02-08T21:31:28Z
dc.date.created2017-12en_US
dc.date.issued2017-12-04en_US
dc.date.submittedDecember 2017en_US
dc.identifier.urihttp://hdl.handle.net/10027/22239
dc.description.abstractFor many African American students and students with disabilities, perceptions of a positive school climate at the school-level can foster a positive connection to school at the individual-level. Guided by a developmental systems theory, I examined the correlations between licensed professional staff members’ perceptions of school climate and African American students’ with and without disabilities perceptions of school climate at three racially-ethnically diverse, suburban middle schools. I examined school climate by surveying 70% of the licensed professional staff members (n = 141) at each school and by having all 84 student participants complete a school climate survey. In addition to examining school climate data at the school level from the perspectives of licensed professional staff members, I explored individual-level variables for African American students with and without disabilities, including students’ perceptions of school climate, school connectedness, and students’ racial-ethnic connectedness. Results suggested a significant relationship between African American students’ perceptions of school climate and their feelings of connectedness to school. In addition, African American students’ perceptions of school climate predicted their perceptions of school connectedness. The findings from this study illustrate that for African American middle school students with and without disabilities, there is a significant and predictive relationship between school climate and connectedness.en_US
dc.format.mimetypeapplication/pdfen_US
dc.subjectSchool Climateen_US
dc.subjectSchool Connectednessen_US
dc.titleSchool Climate and Connectedness for African American Students with and without Disabilitiesen_US
dc.typeThesisen_US
thesis.degree.departmentSpecial Educationen_US
thesis.degree.grantorUniversity of Illinois at Chicagoen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePhD, Doctor of Philosophyen_US
dc.contributor.committeeMemberTejero Hughes, Marieen_US
dc.contributor.committeeMemberParker Katz, Michelleen_US
dc.contributor.committeeMemberBalcazar, Fabricioen_US
dc.contributor.committeeMemberVan Acker, Richarden_US
dc.type.materialtexten_US
dc.contributor.chairTalbott, Elizabethen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record