School racial climate subscales showed positive relationships with motivational constructs including interest, belonging, and utility value¶
Claim · All claims
Evidence · 1 study · theoreticalr?·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Byrd (2017) developed a school racial climate scale from race-focused theoretical approaches and found positive relationships between its subscales and motivational constructs such as interest, belonging, and utility value. → Jessica T. DeCuir-Gunby · Paul A. Schutz 2024
Evidence¶
Jessica T. DeCuir-Gunby · Paul A. Schutz 2024¶
Jessica T. DeCuir-Gunby · Paul A. Schutz. (2024). The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09873-2
q2 · i? · theoretical · r?
The review reports Byrd's (2017) race-focusing study, which used interracial interactions and school racial socialization to develop a multidimensional school racial climate scale and examined its relations to student motivational outcomes.
"Findings suggest positive relationships between the subscales of her school racial climate measure and key motivational constructs such as interest, belonging, and utility value"
Discussion¶
Learner Variables¶
- Interest — outcome: instruction changes it
- Safety — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Race-reimaging ultimately transforms a race-less construct into a race-focused construct — a broader claim this one bears on
- Racialized emotions are a race-focused construct educational psychologists have yet to explicate in teaching and learning — related
- Most measured dimensions of school racial climate are significantly correlated with students' school belonging across educational levels — related
- Color-evasive socialization shows no significant association with school belonging, unlike the other socialization dimensions — related
- Interest rarely relates to sourcing while task values show consistent positive relationships — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
school-racial-climate-positive-motivational-relationships |
title |
School racial climate subscales showed positive relationships with motivational constructs including interest, belonging, and utility value |
description |
School racial climate subscales showed positive relationships with motivational constructs including interest, belonging, and utility value |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jessica-t-decuir-gunby-paul-a-schutz-2024 |
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