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ERIC Number: EJ1274590
Record Type: Journal
Publication Date: 2020
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Numerical Minority Status in Middle School and Racial/Ethnic Segregation in Academic Classes
Kogachi, Kara; Graham, Sandra
Child Development, v91 n6 p2083-2102 Nov-Dec 2020
This study examined the effects of racial/ethnic segregation (i.e., overrepresentation) in academic classes on belonging, fairness, intergroup attitudes, and achievement across middle school (n = 4,361; M[subscript age T1] = 11.33 years), and whether effects depended on numerical minority status in school and race/ethnicity. Latent growth curve models revealed that experiencing more segregation "than usual" predicted less belonging and fairness "than usual" for all youth in the numerical minority, and greater in-group preference for numerical minority Whites. Academic classroom segregation throughout middle school predicted less steep declines in in-group preference for adolescents in the numerical minority, and declines in achievement for African American numerical minority youth. Results highlight the need to treat the racial/ethnic context as a structural and dynamic construct.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); National Institutes of Health (DHHS)
Authoring Institution: N/A
Grant or Contract Numbers: 0921306; 1R01HD05988201A2