The Association Between Classroom Racial/Ethnic Diversity and Elementary Students' Academic, Social, and Emotional Outcomes

• In Event: Multiculturalism and Social Identities in K–12 Environments

Abstract

Research has shown that increased racial/ethnic diversity in elementary schools is associated with gains in academic achievement, but less is known about the relation between classroom racial/ethnic composition and students’ social and emotional competencies. The current study investigates the links between classroom racial/ethnic diversity and academic, social, and emotional outcomes among elementary students. Data were collected from 526 third- through fifth-grade students nested within 35 classrooms. Measures included English and math test scores; student-reported depression, anxiety, and aggression; teacher-reported student social competence and student-teacher relationship quality; and observed classroom interactions. Hierarchical linear modeling revealed that classroom racial/ethnic diversity was significantly related to multiple child outcomes. Planned moderation analyses, including classroom quality, and implications for educational practice and policy are discussed.

Authors

• Christina Rucinski, Fordham University

• Essie Sutton, Fordham University

• Richmond Carlton, Fordham University

• Joshua L. Brown, Fordham University

• Jason Downer, University of Virginia