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Ethnic composition and heterogeneity in the classroom: Their measurement and relationship with student outcomes
Rjosk, Camilla Richter, Dirk Lüdtke, Oliver Eccles, Jacquelynne Sue
Rjosk, Camilla
Richter, Dirk
Lüdtke, Oliver
Eccles, Jacquelynne Sue
Abstract
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)
Keywords
diversity, classroom, ethnic composition, multilevel analysis, academic achievement
Date
2017
Type
Journal article
Journal
Journal of Educational Psychology
Book
Volume
109
Issue
8
Page Range
1188-1204
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled