Socioemotional benefits of same-racial/ethnic peers show marginal group differences in interpersonal skills but no racial/ethnic differences for externalizing behavior¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 2011 · 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.
q2 i? Multiple-group tests showed marginal evidence of group differences in the association between interpersonal skills and proportion same-racial/ethnic peers (χ2(3) = 6.64, p = .08) and no differences across groups for externalizing symptoms. → Benner Aprile D.; Crosnoe Robert 2011
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
Multi-group model-fit comparisons for the two socioemotional outcomes in ECLS-K. "marginal evidence of group differences in the association between interpersonal skills and proportion same-racial/ethnic peers (χ2 (3) = 6.64, p = .08)."
"As for socioemotional development, we observed marginal evidence of group differences in the association between interpersonal skills and proportion same-racial/ethnic peers (χ2 (3) = 6.64, p = .08) and no differences across race/ethnic groups in the significance of school composition measures for externalizing symptoms."
Discussion¶
Related Claims¶
- Having more same-racial/ethnic school peers predicts fewer externalizing behaviors and stronger interpersonal skills in kindergarten, independent of school diversity — a narrower finding that bears on this claim
- 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 racial/ethnic composition effects on kindergarten outcomes are about half the size of parent education effects but non-negligible — related
- Diversity and matching associations with kindergarten achievement vary by child race/ethnicity, with academic benefits concentrated among White students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
socioemotional-matching-group-differences-mixed |
title |
Socioemotional benefits of same-racial/ethnic peers show marginal group differences in interpersonal skills but no racial/ethnic differences for externalizing behavior |
description |
Socioemotional benefits of same-racial/ethnic peers show marginal group differences in interpersonal skills but no racial/ethnic differences for externalizing behavior |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — benner-aprile-d-crosnoe-robert-2011 |
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