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: Journal of Educational Psychology, 109 (2017) 8, S.1188-1204 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000185
Schlagwörter	Outcomes of Education; Elementary School Students; Educational Research; Academic Achievement; Minority Group Students; Foreign Countries; Reading Comprehension; Mathematics Achievement; Grade 4; Parent Surveys; Student Surveys; Standardized Tests; Cognitive Ability; Statistical Analysis; Ethnicity; Student Diversity; Demography; Socioeconomic Status; Germany + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung; Schulleistung; Ausland; Leseverstehen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Schülerbefragung; Standadised tests; Standardisierter Test; Denkfähigkeit; Statistische Analyse; Ethnizität; Demografie; Socio-economic status; Sozioökonomischer Status; Deutschland
Abstract	This study explores various measures of the ethnic makeup in a classroom and their relationship with student outcomes. We examine 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. 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01