The Interplay between Race/Ethnicity, Socioeconomic Status, and Social and Emotional Skills. ACT Research Report 2020-2

Autor/inn/en	Kuo, Yi-Lung; Casillas, Alex; Walton, Kate E.; Way, Jason D.; Moore, Joann L.
Institution	ACT, Inc.
Titel	The Interplay between Race/Ethnicity, Socioeconomic Status, and Social and Emotional Skills. ACT Research Report 2020-2
Quelle	(2020), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Racial Differences; Ethnicity; Socioeconomic Status; Emotional Response; Emotional Development; Interpersonal Competence; Social Development; Self Control; Study Habits; Minority Group Students; Cultural Differences; Grade 6; Grade 7; Grade 8; Middle School Students; African American Students; Hispanic American Students; Asian American Students; Interaction; American Indian Students; Alaska Natives + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Emotionales Verhalten; Gefühlsbildung; Interpersonale Kompetenz; Soziale Entwicklung; Selbstbeherrschung; Study behavior; Study behaviour; Studienverhalten; Kultureller Unterschied; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; African Americans; Afroamerikaner; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Interaktion; Inuit
Abstract	The interactions of race/ethnicity and socioeconomic status (SES) in predicting social and emotional (SE) skills was examined for 81,950 6th-8th graders. At low levels of SES, White students tended to have the lower SE scores. However, as SES increased, they tended to have higher scores relative to minority groups. Across SES levels, Asian students showed higher Academic Discipline and Self-Regulation scores. The SES and SE skill relationship was less pronounced for underserved minority groups. This may be among the first reports where a measure of SE skills has documented different relationships with SES as a function of race/ethnicity. Possible explanations for these findings, as well as implications for designing culturally responsive programs that focus on SE skills, are discussed. (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01