The impact of school climate in social-normative expectations in low and high SES schools.

This study examined the associations among race/ethnicity, school climate, and social-normative expectations (expectations about peers' future achievement) in high and low socioeconomic status (SES) schools, with a particular focus on school climate as a process that might influence social-normative expectations. Results showed that more positive perceptions of school climate were significantly associated with higher levels of social-normative expectations in both low and high SES settings. Additionally, identifying as Black was negatively associated with social-normative expectations in both high and low SES schools.