Measuring Ethnic Diversity in Schools

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-10 - Assessment in Cross-Cultural Settings: Issues, Challenges, and Successes

Abstract

The use of percent non-white as a proxy for diversity is usually defined by using a frequency count of a dichotomous variable. Compared to a continuous variable, dichotomous variables do not provide as much information. Shannon’s entropy index (Shannon, 2001) helps calculate a continuous ethnic diversity index which would, in theory, provide more information and precision with the diversity of the student population. Both diversity variables will be compared along with investigations in whether these diversity type variables explain more variation in academic or non-cognitive outcomes. Results seem to indicate the diversity variable being more appropriate for non-cognitive outcomes. Both diversity variables provide relatively similar effects, but more research is needed to justify one over the other.

Authors

• Kory Vue, University of Minnesota - Twin Cities

• Martin Van Boekel, University of Minnesota - Twin Cities

• Yu-Feng Chang, University of Minnesota

• Michael C. Rodriguez, University of Minnesota

• Jose R. Palma Zamora, University of Minnesota

• Luke Stanke, University of Minnesota

• Nicholas Latterell, University of Minnesota

• Kyle Nickodem, University of Minnesota