Journal
AMERICAN EDUCATIONAL RESEARCH JOURNAL
Volume 48, Issue 3, Pages 621-646Publisher
SAGE PUBLICATIONS INC
DOI: 10.3102/0002831210384838
Keywords
achievement; student behavior; attitude; social context; race/ethnicity; child development
Categories
Ask authors/readers for more resources
This study attempted to untangle how two dimensions of school racial/ethnic composition-racial/ethnic diversity of the student body and racial/ethnic matching between children and their peers-were related to socioemotional and academic development after the transition into elementary school. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that school racial/ethnic composition was more strongly associated with children's academic, as opposed to socioemotional, outcomes. Students had higher achievement test scores in more diverse schools, especially when they also had more same-race/ethnicity peers in these diverse schools. These patterns were particularly strong for White students. Having more school peers of the same race/ethnicity, regardless of the overall level of diversity in the school, was associated with positive socioemotional development.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available