Classroom Racial/Ethnic Diversity and Upper Elementary Children's Social-Emotional Development

Autor/inn/en	Rucinski, Christina L.; Sutton, Essie; Carlton, Richmond; Downer, Jason; Brown, Joshua L.
Titel	Classroom Racial/Ethnic Diversity and Upper Elementary Children's Social-Emotional Development
Quelle	In: Applied Developmental Science, 25 (2021) 2, S.183-199 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2019.1576524
Schlagwörter	Student Diversity; Elementary School Students; Social Development; Emotional Development; Grade 3; Grade 4; Grade 5; Interpersonal Competence; Teacher Student Relationship; Mental Health; Hierarchical Linear Modeling; Interaction; Measures (Individuals); Rating Scales; Student Behavior; Classroom Environment; New York (New York); Student Teacher Relationship Scale; Behavior Assessment System for Children; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Interpersonale Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Psychohygiene; Interaktion; Messdaten; Rating-Skala; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima
Abstract	Research has shown that racial/ethnic diversity in elementary schools and classrooms benefits children's academic achievement and feelings of safety and belonging. The current study aimed to expand on existing research by examining associations between classroom racial/ethnic composition and upper elementary children's social-emotional development and whether these associations differed based on overall quality of classroom interactions. Data were collected from 526 third- through fifth-grade children in 35 urban public elementary school classrooms. Measures included teacher-reported child social competence, teacher-child relationship quality, and aggression; child self-reported depression and anxiety; and observed classroom interactions. Hierarchical linear modeling revealed that classroom diversity was positively related to teachers' reports of child social competence and teacher-child closeness and negatively related to child-reported depression. The relationship between classroom diversity and child social-emotional development did not differ based on classroom interactional quality, indicating that these associations may be robust to differences in classroom environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01