Numerical Minority Status in Middle School and Racial/Ethnic Segregation in Academic Classes

Autor/inn/en	Kogachi, Kara; Graham, Sandra
Titel	Numerical Minority Status in Middle School and Racial/Ethnic Segregation in Academic Classes
Quelle	In: Child Development, 91 (2020) 6, S.2083-2102 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kogachi, Kara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13408
Schlagwörter	Minority Group Students; Middle School Students; Racial Segregation; Disproportionate Representation; Predictor Variables; Peer Relationship; Sense of Community; Classroom Environment; Group Membership; Preferences + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rassentrennung; Prädiktor; Peer-Beziehungen; Klassenklima; Unterrichtsklima; Gruppenzugehörigkeit
Abstract	This study examined the effects of racial/ethnic segregation (i.e., overrepresentation) in academic classes on belonging, fairness, intergroup attitudes, and achievement across middle school (n = 4,361; M[subscript age T1] = 11.33 years), and whether effects depended on numerical minority status in school and race/ethnicity. Latent growth curve models revealed that experiencing more segregation "than usual" predicted less belonging and fairness "than usual" for all youth in the numerical minority, and greater in-group preference for numerical minority Whites. Academic classroom segregation throughout middle school predicted less steep declines in in-group preference for adolescents in the numerical minority, and declines in achievement for African American numerical minority youth. Results highlight the need to treat the racial/ethnic context as a structural and dynamic construct. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01