Do Students in Linguistically Diverse Peer Networks Learn More? Evidence From Newcomer High Schools

• In Event: Roundtable Session 25
  In Roundtable Session: Social and Affiliative Groupings in Complex Social and Educational Contexts

Abstract

Newcomer schools remain controversial for segregating recently arrived ELL students from a more diverse network of peers, who may be valuable resources of information related to academic language acquisition and college readiness. The purpose of this study was to assess the role of racial and language diversity in newcomer school peer networks, as well as the academic language acqusition of students within these networks. Drawing on social network theory, network data were collected and analyzed in conjunction with achievement data such as grades and test scores. The network analysis findings reveal that racial and language diversity within newcomer student friendships and cliques bears some relationship to achievement outcomes. Speaking English with peers may indicate diverse networks, leading to language acquisition.

Author

• Holly J. Darling, Claremont Graduate University