Reymond Sus Dela Cruz (Author)

Abstract

This study investigates the experiences of neophyte Filipino students in the United States, aiming to provide a detailed understanding of a critical phase in international education. By examining the school climate, the research seeks to identify the challenges these students encounter and to inform policies and practices that enhance their educational experiences. Employing a descriptive quantitative research method, the study surveyed neophyte Filipino students enrolled in various schools and districts, focusing on their perceptions of teacher support, peer connectedness, school connectedness, affirming diversity, rule clarity, and reporting and seeking help. The findings reveal nuanced student perspectives on different aspects of the school environment. Teacher support generally received positive ratings; however, specific elements, such as teachers listening and showing interest in students’ backgrounds, were rated only as “sometimes,” indicating complex dynamics. Similar mixed ratings were observed in peer connectedness, school connectedness, affirming diversity, rule clarity, and help-seeking behaviors, highlighting the multifaceted nature of student experiences within the school setting. Notably, students’ perceptions of school climate varied significantly by age in areas including teacher support, affirming diversity, and rule clarity, whereas gender showed no significant effect across the assessed domains. Additionally, grade level significantly influenced perceptions of teacher support, peer connectedness, school connectedness, and affirming diversity, with no significant differences found in rule clarity and reporting and seeking help. Based on these results, the study recommends targeted interventions to address areas with mixed ratings, aiming to foster a supportive and inclusive school environment that responds to the diverse needs of neophyte Filipino students. Such interventions should be tailored to the specific preferences and challenges identified within demographic subgroups to reduce disparities in perceptions across school climate domains. Ultimately, the study proposes implementing the “Empowerment for Inclusive School Communities: A Program for Neophyte Filipino Student Well-being” to provide necessary support, resources, and understanding. This program seeks to promote the academic success and overall well-being of neophyte Filipino students, ensuring they thrive in their new educational environments.

Keywords: assessing, neophyte Filipino students’, school climate, USA, cross-case analysis, well-being

DOI: http://doi.org/10.69651/PIJHSS0403341

Recommended citation:

Dela Cruz, R.S. (2025). Assessing the neophyte Filipino students’ views towards the school climate in the USA: A descriptive explorator. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 3711-3721. http://doi.org/10.69651/PIJHSS0403341

Read the full text

References

Aldridge, J. M., &Ala’I, K. (2013). Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire. Improving Schools, 16(1), 47–66.

Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121–145. https://doi.org/10.1016/j.ijer.2018.01.012

Bear, G. G., Yang, C., Chen, D., He, X., Xie, J. S., & Huang, X. (2018). Differences in school climate and student engagement in China and the United States. School Psychology Quarterly, 33(2), 323–335.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.

Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 00149.

Fatou, N., &Kubiszewski, V. (2018). Are perceived school climate dimensions predictive of students’ engagement? Social Psychology of Education, 21, 427–446. https://doi.org/10.1007/s11218-017-9422-x

Flanagan, J. D., & Flanagan, J. M. (2019). School climate: A review of the literature. Journal of School Health, 89(6), 485–495.

Gregory, A., Cornell, D., & Fan, X. (2019). The relationship of school climate and safety to learning outcomes. In K. A. Renn& P. R. Harris (Eds.), The Palgrave handbook of race and the arts in education (pp. 557–573). Palgrave Macmillan.

Johnson, S. L., Pas, E. T., & Bradshaw, C. P. (2019). Associations between school climate and student connectedness: A systematic review. School Psychology Quarterly, 34(1), 76–81.

Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2020). Impact of school climate on school connectedness, academic achievement, and well-being in Asian students: A multilevel mediation model. School Psychology, 35(2), 128–140.

Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Giorgetti, M., & Vernice, M. (2019). The impact of school climate on well-being experience and school engagement: A study with high-school students. Frontiers in Psychology, 10, 2482. https://doi.org/10.3389/fpsyg.2019.02482

Maddox, S. J., & Prinz, R. J. (2019). School climate, peer victimization, and academic achievement: Results from a multi-informant study. School Psychology Quarterly, 34(1), 82–91.

Reaves, S., McMahon, S. D., Duffy, S. N., & Ruiz, L. (2018). The test of time: A meta-analytic review of the relation between school climate and problem behavior. Aggression and Violent Behavior, 39, 100–108. https://doi.org/10.1016/j.avb.2018.01.006

Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2019). The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning. School Psychology Review, 48(3), 263–277.

Rudasill, K. M., Snyder, K. E., Levinson, H., & Adelson, J. L. (2018). Systems view of school climate: A theoretical framework for research. Educational Psychology Review, 30(1), 35–60.

Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56.

Waasdorp, T. E., Pas, E. T., O’Brennan, L. M., & Bradshaw, C. P. (2018). A multilevel examination of student-staff interactions and school climate: Do they interact to predict social-emotional and academic outcomes? Journal of School Psychology, 69, 29–43.

Wang, M. T., &Degol, J. L. (2017). School climate: A review of the constructs, measures, and links to educational outcomes. Educational Psychology Review, 29(2), 365–383.

Yoon, J., & Felix, E. D. (2019). Perceptions of racial/ethnic discrimination among high school students and their consequences for emotional and behavioral outcomes. Journal of School Violence, 18(4), 405–421.

Zong, J., &Batalova, J. (2016). Frequently requested statistics on immigrants and immigration in the United States. Migration Policy Institute. http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states