Differential Effects of Race/Ethnicity and Socioeconomic Status on Social and Emotional Skills

• In Event: Moscone Center West Roundtable Session 8
  In Roundtable Session: Understanding the Impact of Linguistic and Racial Diversity on Social and Emotional Learning

Abstract

The interaction effects of race/ethnicity and socioeconomic status (SES) in predicting social and emotional (SE) skills were examined for 81,699 6th – 8th graders. At low levels of SES, White students tended to have the lowest SE skill scores. However, as SES increased, White students tended to have higher scores relative to their peers from other racial/ethnic groups with similar SES. Across SES levels, Asian students showed higher Academic Discipline and Self-Regulation skills. The relationship between SES and SE skills was less pronounced for underserved groups, including Black and Hispanic students. The findings underscore the importance of equitable education. Implications for designing culturally responsive programs allowing students from all backgrounds to experience similar benefits according to their SE skills are discussed.

Authors

• Yi-Lung Kuo, BNU-HKBU United International College

• Alex Casillas, ACT, Inc.

• Kate Walton, ACT, Inc.

• Jason Way, ACT, Inc.

• Joann Moore, ACT, Inc.