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Variation in Exposure to Early Eleme...

Rucinski, Christina L.

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Variation in Exposure to Early Elementary Classroom Racial/Ethnic Diversity and Child Development in a Nationally Representative Sample.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Variation in Exposure to Early Elementary Classroom Racial/Ethnic Diversity and Child Development in a Nationally Representative Sample./
Author:	Rucinski, Christina L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	255 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: B.
Contained By:	Dissertations Abstracts International80-12B.
Subject:	Social psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13880442
ISBN:	9781392233412

Variation in Exposure to Early Elementary Classroom Racial/Ethnic Diversity and Child Development in a Nationally Representative Sample.
Rucinski, Christina L.

Variation in Exposure to Early Elementary Classroom Racial/Ethnic Diversity and Child Development in a Nationally Representative Sample. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 255 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: B.

Thesis (Ph.D.)--Fordham University, 2019.

This item must not be sold to any third party vendors.

The population of school-age children in the United States is becoming increasingly multicultural; yet, decades after Brown v. Board of Education, schools are increasingly segregated by race/ethnicity. Furthermore, there is evidence that children are also segregated by race/ethnicity across classrooms within the same schools (Conger, 2005; Juvonen, Kogachi, & Graham, 2018). Little is known about how racial/ethnic heterogeneity or homogeneity in children's elementary classrooms impacts their development in social-emotional, executive function, and academic domains. This study explored (1) the extent of variation in children's exposure to racial/ethnic diversity in their kindergarten, first-grade, and second-grade classrooms, (2) how such variation in exposure to diversity was related to children's developmental outcomes, (3) whether such associations differed based on children's individual race-ethnicity, and (4) whether such associations differed based on the average proportion of same-race/ethnicity classmates to which children were exposed over the same grades. This study used a nationally representative sample of 6,740 children from the Early Childhood Longitudinal Study: Kindergarten Cohort of 2010-2011, which followed children over their kindergarten, first-, second-, and third-grade classrooms. Exposure to classroom racial/ethnic diversity over time was operationalized by a) averaging classroom diversity indices over time and b) categorizing children into Consistently Low, Consistently High, and Moderate/Inconsistent diversity exposure groups. Findings suggest that children experience considerable variation in their exposure to racial/ethnic diversity in their early elementary classrooms. Multilevel modeling, nesting children within their kindergarten classrooms, indicated that diversity exposure was significantly, positively related to directly-assessed cognitive flexibility and was significantly, negatively related to teacher-reported internalizing and negative peer interactions, though effect sizes were small. Several significant moderation effects were found for child race/ethnicity in predicting social-emotional and academic outcomes, and proportion of same-race/ethnicity classmates significantly interacted with diversity exposure in predicting cognitive flexibility. These findings may inform debates regarding the purposeful integration of children from diverse racial/ethnic backgrounds and the implementation of ability tracking during the early elementary school grades.

ISBN: 9781392233412Subjects--Topical Terms:

520219
Social psychology.

Variation in Exposure to Early Elementary Classroom Racial/Ethnic Diversity and Child Development in a Nationally Representative Sample.
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