Benner, Aprile D., & Crosnoe, Robert
Researchers: Aprile D. BennerRobert Crosnoe
University Affiliation: University of Texas at Austin
Email: abenner@prc.utexas.edu, crosnoe@austin.utexas.edu
Research Question:
How are racial/ethnic diversity of the student body and racial/ethnic matching (belongingness) between children and their peers related to socioemotional and academic development after students transition into elementary school?
Published: 1
Journal Name or Institutional Affiliation: American Educational Research Journal
Journal Entry: Vol. 48, No. 3, Pp. 621-646
Year: 2010
Findings:
- School diversity, as well as proportion of same-race/ethnicity peers, are positively associated with reading and math achievement.
- Interacting the two variables revealed that for students in highly diverse schools, greater levels of peer racial/ethnic matching had the most significantly positive impact on reading and math outcomes. White students were the mostly likely to benefit from this interaction.
- For each race, there may be a specific “tipping point” in terms of diversity and belongingness which maximizes achievement.