School ethnic diversity moderates the representation-change association: declining same-ethnic representation predicts lower belonging and GPA only in less diverse middle schools¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The association between ethnic representation change and both belonging and GPA was significantly moderated by school-level ethnic diversity (cross-level interaction). → Morales-Chicas Jessica 2017 q3 i? At 1 SD below the mean of diversity, a one-unit increase in Latino representation was linked to a .37 increase in belonging and a .72 increase in GPA; at high diversity the slopes were not significant. → Morales-Chicas Jessica 2017 (2)

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 · r2

Model 2 of the multilevel regression added the cross-level interaction; model fit improved significantly for belonging (χ2 = 4.12, df = 1, p < .05) and achievement (χ2 = 6.73, df = 1, p < .01). The interaction coefficients are "significant cross-level interactions between ethnic representation change and school ethnic diversity" for both outcomes.

"these main effects were qualified by significant cross-level interactions between ethnic representation change and school ethnic diversity for both school belonging (b =2.65, p < .05) and GPA (b =4.32, p < .01)"

Morales-Chicas Jessica 2017 (2)¶

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 · r2

Simple slopes analyses (Preacher, Curran, & Bauer technique) at 1 SD below mean diversity showed the steepest slopes; at the mean, slopes were smaller (b = .16 belonging; b = .37 GPA), and "Feelings of belonging and GPA did not vary as a function of ethnic representation change in more diverse middle schools (1 SD above the mean)."

"A one-unit increase in Latino representation from elementary to middle school was linked to a .37 increase in school belonging (b = .37, SEb = .13, p < .01) and a .72 increase in GPA (b = .72, SEb = .16, p < .001)."

Discussion¶

Related Claims¶

• Latino girls reported higher belonging and achievement than boys, and Latino subgroup and parent-education differences emerged in the sixth grade — related
• 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 — a broader claim this one bears on
• 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
• School belonging and GPA were modestly positively correlated among Latino sixth graders (r = .20) — related
• Positive ethnic-racial affect is usually promotive but was linked to declining academic adjustment for Latino early adolescents in one study — related
• Racial/ethnic composition of classrooms and schools shapes Black and Latine students' sense of belonging in mathematics — related
• Positive effects of school-level ethnic diversity on outgroup attitudes and perceived fair treatment no longer hold when students' classes are less diverse than their schools — related
• Ingroup representation and racial/ethnic diversity are distinct constructs that are often conflated in school diversity research — related
• Greater ethnic diversity in schools is associated with students feeling safer, less bullied, and less lonely, and weight diversity is unrelated to achievement disparities — related