Ethnic Composition and Heterogeneity in the Classroom: Their Measurement and Relationship With Student Outcomes
- This study explores various measures of the ethnic makeup in a classroom and their relationship with student outcomes. We examine whether measures of ethnic diversity are related to achievement (mathematics, reading) and feeling of belonging with one’s peers over and above commonly investigated composition characteristics. Multilevel analyses were based on data from a representative sample of 18,762 elementary school students in 903 classrooms. The proportion of minority students and diversity measures showed negative associations with student outcomes in separate models. Including diversity measures and the proportion of minority students, diversity of minority students mostly lost its significance. However, the results suggest that diversity measures may provide additional information over and above other classroom characteristics for some student outcomes. The various measures of diversity led to comparable results. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
| Author details: | Camilla Rjosk, Dirk RichterORCiDGND, Oliver Luedtke, Jacquelynne Sue EcclesGND |
|---|---|
| DOI: | https://doi.org/10.1037/edu0000185 |
| ISSN: | 0022-0663 |
| ISSN: | 1939-2176 |
| Title of parent work (English): | The journal of educational psychology |
| Publisher: | American Psychological Association |
| Place of publishing: | Washington |
| Publication type: | Article |
| Language: | English |
| Year of first publication: | 2017 |
| Publication year: | 2017 |
| Release date: | 2020/04/20 |
| Tag: | academic achievement; classroom; diversity; ethnic composition; multilevel analysis |
| Volume: | 109 |
| Number of pages: | 17 |
| First page: | 1188 |
| Last Page: | 1204 |
| Peer review: | Referiert |
| Institution name at the time of the publication: | Humanwissenschaftliche Fakultät / Profilbereich Bildungswissenschaften |
