Abstract
School climate has been routinely associated with positive student outcomes. Scholars have found that Catholic schools promote positive school climate by emphasizing shared identity and values. However, others argue that this approach serves the interests of dominant groups, producing poor school climates for minority students. To explore these claims, this study examined perceived school climate among students (n = 22,286) and parents (n = 12,997) in Catholic schools with different racial/ethnic compositions. Results indicated that students attending majority-minority (50%> and 90%>) and Hispanic-serving Catholic schools report similarly to their peers attending less diverse Catholic schools. Results from parents largely echoed those of students. This study raises important questions about the potential to improve school climate for minority students by emphasizing shared identity and values in schools.
DOI
10.15365/joce.2801042025
First Page
70
Last Page
92
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Hamlin, D. & Adams, C. (2025). Individual or shared identity? Perceptions of school climate in Catholic schools by ethnicity. Journal of Catholic Education, 28(1), 70–92. https://doi.org/10.15365/joce.2801042025
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