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Gepubliceerd in: Journal of Youth and Adolescence 1/2023

02-12-2022 | Empirical Research

Associations of School Diversity with Students’ Race-based Victimization and School Connectedness: A Combined Influence of Student and Teacher Racial/Ethnic Diversity and Socioeconomic Diversity

Auteurs: Mei-ki Chan, Jill D. Sharkey, Karen Nylund-Gibson, Erin Dowdy

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 1/2023

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Abstract

School diversity has been shown to be associated with students’ school experiences. However, most studies have focused solely on student racial/ethnic diversity, in spite of the multifaceted nature of diversity. This study assessed how the combined influence of student and teacher racial/ethnic diversity and socioeconomic diversity were related to race-based victimization, school connectedness, and racial/ethnic disparities of these outcomes. The participants were Asian, Black, Latinx, and White students (n = 100,408; 46.2–53.5% female) in Grade 7 to Grade 12 attending 278 public schools in California. The participating schools’ diversity contexts were categorized into four latent profiles differentiated by varying levels of student and teacher racial/ethnic diversity and socioeconomic diversity. Race-based victimization was the least prevalent in schools with low student racial/ethnic diversity, low socioeconomic diversity, and moderate teacher racial/ethnic diversity. The magnitude of racial/ethnic disparities in race-based victimization differed across the four latent profiles; racial/ethnic disparities were minimal when there were similar numbers of students in each racial/ethnic group. School diversity’s relation with school connectedness was minimal. White students perceived higher school connectedness than other racial/ethnic groups across profiles, but the White-Latinx gap was smaller in profiles with schools having a homogeneous Latinx student population. The findings underline the importance of understanding school diversity’s interaction with students’ characteristics, particularly racial/ethnic identity, on students’ school experiences.
Voetnoten
1
The percentages of race-based victimization at the school-level of each profile were calculated using the equation, 1/ (1+exp (threshold value)). Threshold values of school-level race-based victimization were listed in Table 3.
 
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Metagegevens
Titel
Associations of School Diversity with Students’ Race-based Victimization and School Connectedness: A Combined Influence of Student and Teacher Racial/Ethnic Diversity and Socioeconomic Diversity
Auteurs
Mei-ki Chan
Jill D. Sharkey
Karen Nylund-Gibson
Erin Dowdy
Publicatiedatum
02-12-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 1/2023
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-022-01715-0

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