The Ecological Environmental Supports for Language-Minority Students’ Socioemotional Development

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Engaging Mixed and Quant Methods to Illuminate Context of Injustice (Table 10)

Abstract

This quantitative study aims to illustrate whether and how ecological environments are associated with language-minority students’ (N= 12,500) socioemotional development from kindergarten to the eighth grade. Results showed that certain factors of ecological environment significantly impact language-minority students’ socioemotional development at different grade levels. The high-impact ecological environment includes small group activities, class size, parents’ expectation level of the child, and teacher-child closeness. Although the ecological environment changes over time, the patterns of beneficial variables were identified. These results offer new perspectives on how ecological environments can be utilized as systematic support for language-minority students.

Authors

• Xin Li, University of Houston

• Regena F. Nelson, Western Michigan University

• Ariel Linda-Hart Anderson, Western Michigan University