Not All Change Is Bad: Positive Ethnic Incongruence for Latinos During the Middle School Transition

• In Event: Youth Development in the Classroom

Abstract

This study examined the role of same ethnic incongruence (i.e., more same ethnic peers in middle school than elementary school) on Latinos’ sense of belonging, depression, safety, and feelings toward other ethnic groups in 6th grade. It was expected that positive incongruence (more same ethnic peers in middle school than in elementary) would serve as a protective factor of each outcome. Participants were 1,558 Latinos from 20 urban middle schools that varied in ethnic diversity. Separate regression analyses showed that more positive same ethnic incongruence significantly predicted higher rates of belonging, less depression, more safety, and more positive feelings toward Asian and White students in middle school. Findings highlight the importance of examining school ethnic context in early adolescence.

Authors

• Jessica Morales-Chicas, University of California - Los Angeles

• Sandra Graham, University of California - Los Angeles