Psychological and Academic Adaptation Through Universal Ethnic Studies Classes: Results of a Natural Experiment.
Schools in the United States are increasingly offering ethnic studies classes, which focus on exploring students' ethnic-racial identities (ERI) and critical analysis of systemic racism, to their diverse student bodies, yet scant research exists on their effectiveness for students of different ethni...
| Publicado en: | Journal of Youth & Adolescence Vol. 53; no. 11; pp. 2572 - 2589 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Nov2024
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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=180214936&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 180214936 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: Nov2024 vid: 53 iid: 11 pid: 237 pub: Springer Nature artinfo: ui: 180214936 10.1007/s10964-024-02039-x ppf: 2572 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.4MB tig: atl: Psychological and Academic Adaptation Through Universal Ethnic Studies Classes: Results of a Natural Experiment. aug: au: Gillespie, Sarah Morency, Mirinda M. Chan, Emily Ferguson, Gail M. affil: https://ror.org/017zqws13 Institute of Child Development, University of Minnesota Twin Cities, 51 East River Road, Minneapolis, MN, USA su: Midwest (U.S.) Group identity African Americans Asian Americans Institutional racism Psychology of high school students Hispanic Americans Psychological adaptation Randomized controlled trials White people Attitude (Psychology) Academic achievement Well-being Native Americans Research funding Educational outcomes Statistical sampling Descriptive statistics Research Research methodology sug: subj: Group identity African Americans Asian Americans Institutional racism Psychology of high school students Hispanic Americans Psychological adaptation Randomized controlled trials White people Attitude (Psychology) Academic achievement Well-being Native Americans Midwest (U.S.) Marketing Research and Public Opinion Polling Research funding Educational outcomes Statistical sampling Descriptive statistics Research Research methodology keyword: Ethnic studies Ethnic-racial identity Natural experiment Psychological well-being Ethnic studies Ethnic-racial identity Natural experiment Psychological well-being ab: Schools in the United States are increasingly offering ethnic studies classes, which focus on exploring students' ethnic-racial identities (ERI) and critical analysis of systemic racism, to their diverse student bodies, yet scant research exists on their effectiveness for students of different ethnic-racial backgrounds in multiracial classrooms. A policy change to require all high school students in one school district to take an ethnic studies class facilitated a natural experiment for comparing the effects of quasi-random assignment to an ethnic studies class (treatment) relative to a traditional social studies class (control; e.g., U.S. Government, Human Geography). Student surveys and school administrative data were used to compare students' ERI development, well-being, and academic outcomes across ethnic studies and control classes. Participants (N = 535 9th graders; 66.1% ethnic studies) had diverse ethnic-racial (33.5% non-Latine White, 29.5% Black, 21.1% Latine, 10.7% biracial, 2.8% Asian, 2.2% Native American) and gender identities (44.7% female, 7.1% non-binary). Ethnic studies students reported marginally higher ERI exploration and resolution than controls, and sensitivity analyses showed a statistically significant effect on ERI among participants with complete midpoint surveys. Higher resolution was associated with better psychological well-being for all students and higher attendance for White students. Students with low middle school grades (GPA < 2.0) had better high school grades in core subjects when enrolled in ethnic studies than the control class. Overall, the results of this natural experiment provide preliminary support for ethnic studies classes as a method for promoting ERI development, well-being, attendance, and academic achievement for students from diverse ethnic-racial backgrounds. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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