A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement

Ruth Berkowitz, Hadass Moore, Ron Avi Astor, Rami Benbenishty

Research output: Contribution to journalArticlepeer-review

312 Scopus citations

Abstract

Educational researchers and practitioners assert that supportive school and classroom climates can positively influence the academic outcomes of students, thus potentially reducing academic achievement gaps between students and schools of different socioeconomic status (SES) backgrounds. Nonetheless, scientific evidence establishing directional links and mechanisms between SES, school climate, and academic performance is inconclusive. This comprehensive review of studies dating back to the year 2000 examined whether a positive climate can successfully disrupt the associations between low SES and poor academic achievement. Positive climate was found to mitigate the negative contribution of weak SES background on academic achievement; however, most studies do not provide a basis for deducing a directional influence and causal relations. Additional research is encouraged to establish the nature of impact positive climate has on academic achievement and a multifaceted body of knowledge regarding the multilevel climate dimensions related to academic achievement.

Original languageEnglish
Pages (from-to)425-469
Number of pages45
JournalReview of Educational Research
Volume87
Issue number2
DOIs
StatePublished - 1 Apr 2017

Bibliographical note

Publisher Copyright:
© 2016, © 2016 AERA.

Keywords

  • academic achievement
  • achievement gap
  • compensation
  • mediation
  • moderation
  • school climate

Fingerprint

Dive into the research topics of 'A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement'. Together they form a unique fingerprint.

Cite this