School environments dominated by high socioeconomic status levels have a negative effect on ethnic self-attitudes and on ethnic salience in self-identification, but Anglo-dominated school environments alone do not. In a test of the effect of different levels of Anglo dominance in schools on the ethnic self-attitudes of Hispanic elementary…

School environments conducive to equal status relations appear counter-productive to assimilation, according to a study of the relationship between school status characteristics and assimilation levels achieved by Hispanic sixth graders. A prior study provided data for this research from 10 desegregated elementary schools in California regarding…