Among Latino sixth graders, increases in same-ethnic representation from elementary to middle school are associated with higher school belonging and GPA, qualified by school ethnic diversity¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? As representation of same-ethnic peers increased from elementary to middle school, Latino students reported more school belonging and earned higher GPAs. → Morales-Chicas Jessica 2017
Evidence¶
Morales-Chicas Jessica 2017¶
Morales-Chicas Jessica, Graham Sandra. (2017). Latinos’ Changing Ethnic Group Representation From Elementary to Middle School: Perceived Belonging and Academic Achievement. Journal of Research on Adolescence. https://doi.org/10.1111/jora.12292
q3 · i? · associational · r3
Hierarchical regression (Model 2, REML mixed-effects) of 1,552 students nested in 26 middle schools showed the main effect of ethnic representation change on belonging (b = 0.16, p < .05) and GPA (b = 0.37, p < .001); "students felt more like they belonged and achieved higher GPAs" as representation increased. Coefficients are unstandardized; no standardized effect size is printed.
"Turning next to our main predictor, as representation of same-ethnic peers increased from elementary school to middle school, students felt more like they belonged and achieved higher GPAs in school."
Discussion¶
Related Claims¶
- School belonging and GPA were modestly positively correlated among Latino sixth graders (r = .20) — related
- Latino girls reported higher belonging and achievement than boys, and Latino subgroup and parent-education differences emerged in the sixth grade — related
- School ethnic diversity moderates the representation-change association: declining same-ethnic representation predicts lower belonging and GPA only in less diverse middle schools — a narrower finding that bears on this claim
- School ethnic composition moderates change in ERI affirmation during adolescence — related
- School racial/ethnic diversity and same-racial/ethnic peer proportion jointly predict higher reading achievement in kindergarten, with matching benefits concentrated in more diverse schools — related
- Racial/ethnic composition of classrooms and schools shapes Black and Latine students' sense of belonging in mathematics — related
- Ingroup representation and racial/ethnic diversity are distinct constructs that are often conflated in school diversity research — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
latino-representation-change-belonging-gpa-main-effect |
title |
Among Latino sixth graders, increases in same-ethnic representation from elementary to middle school are associated with higher school belonging and GPA, qualified by school ethnic diversity |
description |
Among Latino sixth graders, increases in same-ethnic representation from elementary to middle school are associated with higher school belonging and GPA, qualified by school ethnic diversity |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — morales-chicas-jessica-2017 |
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