The Relationships Between Students' Ethnic-Majority Status in School and Their School Connectedness in Multiethnic Schools

• In Event: Roundtable Session 8
  In Roundtable Session: Multicultural Teacher Education

Abstract

This study examines the relationship between students’ ethnic majority status in a school and the level of school connectedness. Data for this research are drawn from the base year of the Education Longitudinal Study of 2002 (ELS: 2002) and the Common Core of Data (CCD) 2001-02. Using a sample of 16,197 students in 752 schools from the merged data of the two datasets, this study employs hierarchical linear modeling analyses to explore the relations of students’ ethnic majority status to their connectedness to schools, taking into account schools’ ethnic composition and their organizational climate. The findings of this study enhance the understanding of how students build their school connectedness differently by their ethnic group representation in schools.

Author

• Sookweon Min, University of Wisconsin - Madison