Ethnic composition and heterogeneity in the classroom: Their measurement and relationship with student outcomes.

Autor/inn/en	Rjosk, Camilla; Richter, Dirk; Lüdtke, Oliver; Eccles, Jacquelynne Sue
Titel	Ethnic composition and heterogeneity in the classroom: Their measurement and relationship with student outcomes.
Quelle	In: The journal of educational psychology, 109 (2017) 8, S. 1188-1204Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000185
Schlagwörter	Klassenraum; Grundschule; Schüler; Diversifikation; Ethnische Identität; Leistung; Merkmal
Abstract	Explored various measures of the ethnic makeup in a classroom and their relationship with student outcomes. The authors examined whether measures of ethnic diversity are related to achievement (mathematics, reading) and feeling of belonging with one's peers over and above commonly investigated composition characteristics. Multilevel analyses were based on data from a representative sample of 18,762 elementary school students in 903 classrooms. Results regarding the proportion of minority students and diversity measures showed negative associations with student outcomes in separate models. Including diversity measures and the proportion of minority students, diversity of minority students mostly lost its significance. However, the results suggest that diversity measures may provide additional information over and above other classroom characteristics for some student outcomes. The various measures of diversity led to comparable results. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2019/2