When and How Do Students Benefit from Ethnic Diversity in Middle School?

Autor/inn/en	Juvonen, Jaana; Kogachi, Kara; Graham, Sandra
Titel	When and How Do Students Benefit from Ethnic Diversity in Middle School?
Quelle	In: Child Development, 89 (2018) 4, S.1268-1282 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12834
Schlagwörter	Ethnicity; Student Diversity; Educational Benefits; Racial Attitudes; Well Being; Middle School Students; African American Students; Asian American Students; Hispanic American Students; White Students; Student Attitudes; Institutional Characteristics; Diversity (Institutional); School Safety; Victims; Correlation + Suchen Sie Ihr Suchwort? Ethnizität; Bildungsertrag; Rassenfrage; Well-being; Wellness; Wohlbefinden; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; African Americans; Afroamerikaner; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerverhalten; Victim; Opfer; Korrelation
Abstract	The effects of school-based ethnic diversity on student well-being and race-related views were examined during the first year in middle school. To capture the dynamic nature of ethnic exposure, diversity was assessed both at the school-level (n = 26) and based on academic course enrollments of African American, Asian, Latino, and White students (n = 4,302; M = 11.33 years). Across all four pan-ethnic groups, school-level ethnic diversity was associated with lower sense of vulnerability (i.e., feeling safer, less victimized, and less lonely) as well as perceptions of teachers' fair and equal treatment of ethnic groups and lower out-group distance. Underscoring the role of individual experiences, exposure to diversity in academic classes moderated the association between school-level diversity and the two aforementioned race-related views. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01