Early Adolescents' Peer Experiences with Ethnic Diversity in Middle School: Implications for Academic Outcomes.
As the U.S. becomes increasingly ethnically diverse, opportunities for cross-ethnic interaction at school may be increasing, and these interactions may have implications for academic outcomes for both ethnic minority and White youth. The current study examines how cross-ethnic peer relationships, me...
| Publicado en: | Journal of Youth & Adolescence Vol. 47; no. 1; pp. 194 - 207 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Jan2018
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=127064456&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 127064456 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Jan2018 vid: 47 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 127064456 10.1007/s10964-017-0697-1 ppf: 194 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 587KB tig: atl: Early Adolescents' Peer Experiences with Ethnic Diversity in Middle School: Implications for Academic Outcomes. aug: au: Lewis, Jakeem Amir Nishina, Adrienne Ramirez Hall, Alysha Cain, Shannon Bellmore, Amy Witkow, Melissa R. affil: Department of Human Ecology, University of California, 1309 Hart Hall, One Shields Avenue, 95616, Davis, CA, USA Department of Psychology, Willamette University, Smullin 254, 900 State Street, 97301, Salem, OR, USA Department of Educational Psychology, University of Wisconsin, 852 C Educational Sciences, 1025 West Johnson Street, 53706-1706, Madison, WI, USA su: United States Cultural pluralism Academic achievement Peer relations Middle school students Teenagers Ethnic relations Hispanic Americans Grade point average sug: subj: Cultural pluralism Academic achievement Peer relations Middle school students Teenagers Ethnic relations Hispanic Americans United States Grade point average keyword: Cross-ethnic peers Daily interactions Diversity Ethnicity GPA Middle school Cross-ethnic peers Daily interactions Diversity Ethnicity GPA Middle school ab: As the U.S. becomes increasingly ethnically diverse, opportunities for cross-ethnic interaction at school may be increasing, and these interactions may have implications for academic outcomes for both ethnic minority and White youth. The current study examines how cross-ethnic peer relationships, measured using peer nominations for acceptance and daily lunchtime interactions, relate to academic outcomes for an ethnically diverse sample of 823 (45% boys and 55% girls; M = 11.69) public middle school sixth graders across one Midwestern and two Western states. For White, Black, Asian, Latino/a, and Multiethnic students, self-reported daily cross-ethnic peer interactions were associated with higher end-of-year GPAs in core academic courses and teachers' expectations for educational attainment, but not self-reported school aversion. Making cross-ethnic acceptance nominations was not associated with any academic outcomes. Thus, daily opportunities for cross-ethnic interactions may be important school experiences for early adolescents. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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