Running head: RESEARCH REVIEW 1

Research Review:
Inequality in Black and White High School Students’ Perceptions of School Support: An
Examination of Race in Context
Elizabeth Meyers
Nebraska Wesleyan University
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Bottiani, J.H., Bradshaw, C.P., Mendelson, T. (2016, January 8). Inequality in Black and White
High School Students’ Perceptions of School Support: An Examination of Race in
Context. Youth Adolescence, 45, 1176-1191. doi:10.1007/s10964-015-0411-0

Study Description
Research indicates that building supportive relationships between students and staff can
positively influence academic engagement and social-emotional well-being, especially for
behaviorally at-risk Black students. This study sought to explore how students’ racial identities
and school demographics affect their perceptions of school support.
In the spring of 2013, students from 58 Maryland high participated in an anonymous
web-based survey. The survey collected information regarding sociodemographic information
such as gender, maternal education levels, grade level, and race/ethnicity. Participants responded
to 12 questions assessing their perception of school support using a 4-point Lykert scale in three
dimensions: caring, high expectations, and equity. Study participants considered for data analysis
were limited to Black and White adolescents. The 19,726 students were 49% Male, 51% Female,
35.8% Black, and 64.2% White.

Results
Caring
The survey results indicated that Black students perceived a lower level of care from their
teachers than their White counterparts regardless of variable school-wide student demographics.
Other research indicates a strong connection between positive teacher-student relationships as an
indicator of students’ sense of classroom belonging. Thus, Black students may benefit from an
increased educator focus on building relationships between students of color and their
predominantly White teachers.

High Expectations
Contrary to the researchers’ hypothesis, Black and White students perceived similar
levels of expected success from their teachers. This is inconsistent with previous research
identifying the problem of lowered expectations and deficit thinking in schools. However, these
findings may be affected by a pattern found in multiple studies in which Black students
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identified higher expectations for their success in comparison to their peers, despite lower
academic achievement. It is the opinion of these researchers that Black students may report
inflated perceptions of their teacher’s academic expectations of them.

Equity
The findings of this study indicate a need to consider students’ racial and socio-economic
place within the demographics of their school. On average, Black students perceived
significantly lower levels of equity than White students. Black students surveyed in majority
White schools indicated a lower level of equity than their White peers. However, White students
in majority Black schools also indicated lower levels of equity than their Black peers.
Interestingly, both Black and White students in more diverse schools indicated lower levels of
perceived equity. As the diversity of a school increases, peer relationships that cross racial and
socio-economic divides may lead to increased awareness and sensitivity of inequitable treatment.
These researchers also note that in more diverse student populations, students of many
backgrounds may perceive more inequity of students of color at the hands of a predominantly
White faculty.

Strengths and Weaknesses

Strengths
No previous research had been found that examined how school socio-economic status
and school diversity interacts with individual student identity to affect students’ perceptions of
school support. The research data collected from this survey fills a notable gap in educational
research and seeks to broaden the scope of understanding school support divides between Black
and White students. Large sample sizes of student-reported data were utilized, which makes this
study one of few that address students’ perception of their experience. If researchers understand
the students’ experience better, they may also better understand barriers to their success.

Weaknesses
While student-reported data can be considered a strength of this research, the reliance of
self-reported data may also be considered a weakness. Survey questions regarding equity in
particular may be problematic, specifically the question regarding same treatment of students
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despite racial differences. The question does not ask which students are perceived to be treated
unfairly. This is a relevant void considering the data differences when looking at majority-White
or majority-Black schools. It is unclear whether White students perceive unfair treatment of
other white students, or if they perceive unfair treatment of Black students, nor does it address if
gender or socio-economic status has an effect. This study is also weakened by not investigating
students’ experiences of discrimination in school, which might affect and further clarify
perceived levels of care, high expectations, and equity. Further research to identify specific
sources of unfair treatment (by whom, in which settings, for whom, etc.) might present a more
complete picture of the student experience. Additionally, the researchers identify a notable lack
of diversity in faculty in the surveyed schools, limiting their ability to assess the role of adult
diversity on the perceptions of school support.

Classroom Application
Understanding possible connections between low-income student demographics and
lower percentages of perceived school support is relevant. The study indicates that faculty and
staff may benefit from on-the-job training to recognize and bridge cultural gaps in their
relationships with students with different backgrounds from their own. An increased focus on
building student-teacher relationships across racial and socio-economic divides may yield the
best results for increasing student perceptions of care, and equity in schools. Specific initiatives
and professional development to identify biases and learn concrete strategies to enhance cross-
cultural connections such as the CARES framework (Connections to curricula, Authentic
relationships, Reflective thinking, Effective communication, and Sensitivity to student culture)
have potential to pay dividends in building teacher-student relationships based on care, high-
expectations, and equity.

Writing Application
I teach in a predominantly White school, where students come from a wide range of
socio-economic backgrounds. As a member of a predominantly White teacher workforce, it is
important to me that I actively build and foster relationships with students of color. Self-
reported data from a survey similar to the one used in this study could be easily conducted. I
have implemented surveys that deal with care and high expectations, however, I have never
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thought to include questions addressing equity. As a White teacher in a community of students

with gradually increasing diversity, I would like to specifically focus my energy and research on
positively affecting the experiences of my students of color. I am not yet sure of what the effects
on my teaching and my curricula choices might be, but naming and creating space for possible
inequities perceived by my students of color feels like an important step.
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References
Bottiani, J.H., Bradshaw, C.P., Mendelson, T. (2016, January 8). Inequality in Black and White
High School Students’ Perceptions of School Support: An Examination of Race in
Context. Youth Adolescence, 45, 1176-1191. doi:10.1007/s10964-015-0411-0