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100			_aPerry J. Bell, _932596
245			_aSocial-Normative Expectations Mediates School Climate’s Association With Academic Achievement in Latino Middle School Students
260			_bSage, _c2019.
300			_aVol 51, Issue 3, 2019:( 374-394 p.)
520			_aMany Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wide norms about achievement expectations for their peers, was explored in relation to school climate and academic achievement. The study sample reflected 513 Latino students, Grades 7 and 8. A mediation model found that approximately 30% of the variance in final Language Arts grades was accounted for by the predictors, including control variables (R2 = .299). A distinctive mediation effect was also found, whereby the impact of school climate was associated with an approximately .6 points lower final grade mediated through the indirect pathway of Social-Normative Expectations (b = −0.064, SE = 0.019, 95% confidence interval [CI] = [−0.104, −0.028]). Implications of these findings are discussed.
650			_amulticultural education, _933422
650			_aschools, _933423
650			_a students, _933424
650			_aurban education _933425
700			_aGwyne W. White, _933426
700			_a Danielle R. Hatchimonji, _933427
700			_a Cesalie T. Stepney, _933428
700			_aArielle V. Linsky, _933429
700			_aEsha Vaid, _933430
700			_aMaurice J. Elias _932688
773	0		_010744 _915403 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124517719972
942			_2ddc _cART