A Combined Influence of Student and Teacher Racial/Ethnic and Socioeconomic Diversity on Psychosocial Experiences

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Innovations in K–12 School Community, Climate, and Culture: Considerations for Diversity, Equity, and Inclusion (Table 14)

Abstract

This study investigated the combined influences of three school diversity aspects (i.e., student racial/ethnic diversity, socioeconomic diversity, and teacher racial/ethnic diversity) on students’ school experiences indicated by race-based victimization (RBV) and school connectedness. We employed latent profile analysis and multiple groups multilevel analysis to examine the number of emerging school diversity profiles among 278 schools, how each profile relates to school-level RBV and school connectedness, and how profiles moderate racial/ethnic disparities in RBV and school connectedness. Four diversity profiles emerged, and students’ experiences of RBV and school connectedness at school- and student-level varied with the diversity profiles. Interactions between school diversity profiles and students’ race/ethnicity in affecting students’ experience of RBV and school connectedness were observed.

Authors

• Maggie Chan, University of California - Berkeley

• Jill D. Sharkey, University of California - Santa Barbara

• Karen L. Nylund-Gibson, University of California - Santa Barbara

• Erin Dowdy, University of California - Santa Barbara

• Michael J. Furlong, University of California - Santa Barbara