Diversity in Education
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2010 - The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning

Attribution: 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.
Keywords: Academic AchievementCompositionNon Academic OutcomesPeer EffectsRaceRacial CompositionRegions: NationalMethodologies: QuantitativeAnalysis Methods: Stepwise Multiple Regression Analysis Sampling Frame:Kindergarten children attending public schools
Sampling Types: RandomAnalysis Units: IndividualData Types: Quantitative-Panel Data
Data Description:
  • ECLS-K dataset which collects information from a nationally representative set of students who were in kindergarten in 1998-1999 – Data contains information on approximately 16,000 schools and 19,000 students.
  • IV: proportion of students same-race/ethnicity peers and racial/ethnic diversity of the student body.
  • DV: academic achievement (math and reading test scores), socioemotional adjustment (teachers evaluation of children’s externalizing behavior and interpersonal skills).
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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