Literaturnachweis - Detailanzeige
Autor/inn/en | Schneider, Jack; Piazza, Peter; White, Rachel S.; Carey, Ashley |
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Titel | Student Experience Outcomes in Racially Integrated Schools: Looking beyond Test Scores in Six Districts |
Quelle | In: Education and Urban Society, 54 (2022) 3, S.330-360 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Schneider, Jack) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1245 |
DOI | 10.1177/00131245211004569 |
Schlagwörter | Student Experience; Outcomes of Education; Racial Integration; Social Emotional Learning; Learner Engagement; Sense of Community; Elementary Secondary Education; White Students; Minority Group Students; Massachusetts |
Abstract | In this study, we examine eight social and emotional outcomes (e.g., student engagement, sense of belonging) analyzing differences for students who attend racially diverse schools. Drawing on survey responses from roughly 26,000 students, we find that racially diverse schools are associated with more positive social and emotional outcomes for all students. Strikingly, we find that these outcomes are most uniformly positive among white students, whose families have long represented the strongest opposition to systematic racial desegregation. In light of these results, this study has implications for educators, advocates, researchers, and policy makers during a time of renewed attention to school integration. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |