Having more same-racial/ethnic school peers predicts fewer externalizing behaviors and stronger interpersonal skills in kindergarten, independent of school diversity¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the joint model, racial/ethnic match was significantly associated with fewer teacher-rated externalizing symptoms (ß = −.03) and marginally associated with stronger interpersonal skills (ß = .03). → Benner Aprile D.; Crosnoe Robert 2011 q2 i? No significant diversity × matching interactions emerged for either socioemotional outcome, and diversity itself was unrelated to socioemotional adjustment. → Benner Aprile D.; Crosnoe Robert 2011 (2)

Evidence¶

Benner Aprile D.; Crosnoe Robert 2011¶

Benner Aprile D.; Crosnoe Robert. (2011). The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning. American Educational Research Journal. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554342/

q2 · i? · associational · r3

Regression of teacher-rated Social Rating Scale outcomes in ECLS-K (n = 21,260). "children with more same-racial/ethnic peers were rated as having fewer externalizing symptoms and stronger interpersonal skills."

"When racial/ethnic diversity and racial/ethnic matching were included in a single model, however, racial/ethnic match was significantly associated with children's externalizing symptoms and marginally associated with children's interpersonal skills (see Table 2), such that children with more same-racial/ethnic peers were rated as having fewer externalizing symptoms and stronger interpersonal skills."

Benner Aprile D.; Crosnoe Robert 2011 (2)¶

Benner Aprile D.; Crosnoe Robert. (2011). The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning. American Educational Research Journal. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554342/

q2 · i? · associational · r3

Same ECLS-K models testing interaction terms for externalizing behavior and interpersonal skills. "we observed no significant diversity × matching interactions (see Table 3)" for either socioemotional domain.

"For both socioemotional domains, we observed no significant diversity × matching interactions (see Table 3)."

Discussion¶

Related Claims¶

• School racial/ethnic composition effects on kindergarten outcomes are about half the size of parent education effects but non-negligible — related
• At school, ethnic constancy and knowledge predict better adaptive behavior, and constancy predicts fewer externalizing and internalizing problems — related
• Socioemotional benefits of same-racial/ethnic peers show marginal group differences in interpersonal skills but no racial/ethnic differences for externalizing behavior — a broader claim this one bears on
• 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
• Diversity and matching associations with kindergarten achievement vary by child race/ethnicity, with academic benefits concentrated among White students — related