The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning

Autor/inn/en	Benner, Aprile D.; Crosnoe, Robert
Titel	The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning
Quelle	In: American Educational Research Journal, 48 (2011) 3, S.621-646 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831210384838
Schlagwörter	Ethnicity; Racial Factors; Academic Achievement; Young Children; White Students; Racial Composition; Ethnic Groups; Student Diversity; Social Development; Emotional Development; Elementary School Students; Kindergarten; Longitudinal Studies; Correlation; Peer Influence; Asian American Students; African American Students; Hispanic American Students; Socioeconomic Influences; Parent Influence; Educational Attainment; Geographic Location; Diversity (Faculty); Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Ethnizität; Schulleistung; Frühe Kindheit; Ethnie; Soziale Entwicklung; Gefühlsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Sozioökonomischer Faktor; Bildungsabschluss; Bildungsgut
Abstract	This study attempted to untangle how two dimensions of school racial/ethnic composition--racial/ethnic diversity of the student body and racial/ethnic matching between children and their peers--were related to socioemotional and academic development after the transition into elementary school. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that school racial/ethnic composition was more strongly associated with children's academic, as opposed to socioemotional, outcomes. Students had higher achievement test scores in more diverse schools, especially when they also had more same-race/ethnicity peers in these diverse schools. These patterns were particularly strong for White students. Having more school peers of the same race/ethnicity, regardless of the overall level of diversity in the school, was associated with positive socioemotional development. (Contains 3 tables, 1 figure, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10