In the 1995-96 school year, 47 percent of youth in grades 7-12 perceived their school to be supportive. Foreign-born youth were more likely than native-born youth to feel that their school environment was supportive. Fifty-nine percent of foreign-born teens viewed their school as supportive, compared with 47 percent of native-born teens. Racial and ethnic differences in students' perceptions of their school environments reflect this same pattern. Specifically, Hispanic teens, who are more likely to be foreign-born, reported slightly higher levels of school supportiveness (52 percent) than non-Hispanic whites (48 percent), non-Hispanic blacks (45 percent), Native Americans (38 percent), or teens of other races (39 percent).
Percentage of youth who perceive their school to be supportive,
by immigrant status: 1995-1996
Source: Child Trends' analyses of the National Longitudinal Study of Adolescent Health Wave 1, 1995-1996.
|Race and Hispanic Origin(c)|
|Type of School(e)|
|a. Youth in grades 7-12.
b. Perceptions of school supportiveness are based on a three-item scale including whether students have trouble getting along with teachers (reverse coded), feel like teachers treat students fairly, and feel that teachers care about them.
c. Persons of Hispanic origin may be of any race
d. Native-born includes U.S. citizens born in foreign countries
e. A middle school ends at or before the 9th grade. A high school begins at or after the 9th grade. A mixed school contains both middle and high school grade levels.
Source: Child Trends' analyses of the National Longitudinal Study of Adolescent Health Wave 1, 1995-1996