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EJ924355 - The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning

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ERIC #:	EJ924355
Title:	The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning
Authors:	Benner, Aprile D.; Crosnoe, Robert
Descriptors:	Ethnicity; Racial Factors; Academic Achievement; Young Children; White Students; Racial Composition; Ethnic Groups; Student Diversity; Social Development; Emotional Development; Elementary School Students; Kindergarten; Longitudinal Studies; Correlation; Peer Influence; Asian American Students; African American Students; Hispanic American Students; Socioeconomic Influences; Parent Influence; Educational Attainment; Geographic Location; Diversity (Faculty)
Source:	American Educational Research Journal, v48 n3 p621-646 Jun 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2011-06-00
Pages:	26
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study attempted to untangle how two dimensions of school racial/ethnic composition--racial/ethnic diversity of the student body and racial/ethnic matching between children and their peers--were related to socioemotional and academic development after the transition into elementary school. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that school racial/ethnic composition was more strongly associated with children's academic, as opposed to socioemotional, outcomes. Students had higher achievement test scores in more diverse schools, especially when they also had more same-race/ethnicity peers in these diverse schools. These patterns were particularly strong for White students. Having more school peers of the same race/ethnicity, regardless of the overall level of diversity in the school, was associated with positive socioemotional development. (Contains 3 tables, 1 figure, and 1 note.)
Abstractor:	As Provided
Reference Count:	76

Note:	N/A
Identifiers:	Early Childhood Longitudinal Survey
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0002-8312
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Elementary Education; Grade 1; Kindergarten
Direct Link:	http://dx.doi.org/10.3102/0002831210384838

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