Making the Invisible Visible: Identifying and Interrogating Ethnic Differences in English Learner Reclassification

Autor/inn/en	Umansky, Ilana M.; Callahan, Rebecca M.; Lee, Jennifer C.
Titel	Making the Invisible Visible: Identifying and Interrogating Ethnic Differences in English Learner Reclassification
Quelle	In: American Journal of Education, 126 (2020) 3, S.335-388 (54 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/708250
Schlagwörter	English Language Learners; Classification; Ethnicity; Differences; Chinese Americans; Asian American Students; Hispanic American Students; Student Characteristics; Social Capital; Educational Environment; Stereotypes; Bias + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Ethnizität; Unterscheiden; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Student; Students; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Sozialkapital; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klischee
Abstract	This study explores disparities in reclassification outcomes between Chinese and Latinx English learner (EL) students in one large school district, along with possible mechanisms that drive these differences. Using mixed methods including discrete-time hazard modeling of longitudinal administrative data and analysis of in-depth interviews with veteran EL educators and administrators, we find large and persistent ethnic differences in reclassification outcomes across grade levels. Drawing on prior research on inequalities among immigrant students, we find evidence that individual background characteristics, social capital, school and instructional contexts, and stereotypes and bias all contribute to variation in reclassification patterns. Importantly, reclassification processes may be sensitive to racial and ethnic biases, disproportionately limiting Latinx EL students' reclassification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01