@article{ref1,
title="Associations of school diversity with students' race-based victimization and school connectedness: a combined influence of student and teacher racial/ethnic diversity and socioeconomic diversity",
journal="Journal of youth and adolescence",
year="2022",
author="Chan, Mei-Ki and Sharkey, Jill D. and Nylund-Gibson, Karen and Dowdy, Erin",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="School diversity has been shown to be associated with students' school experiences. However, most studies have focused solely on student racial/ethnic diversity, in spite of the multifaceted nature of diversity. This study assessed how the combined influence of student and teacher racial/ethnic diversity and socioeconomic diversity were related to race-based victimization, school connectedness, and racial/ethnic disparities of these outcomes. The participants were Asian, Black, Latinx, and White students (n = 100,408; 46.2-53.5% female) in Grade 7 to Grade 12 attending 278 public schools in California. The participating schools' diversity contexts were categorized into four latent profiles differentiated by varying levels of student and teacher racial/ethnic diversity and socioeconomic diversity. Race-based victimization was the least prevalent in schools with low student racial/ethnic diversity, low socioeconomic diversity, and moderate teacher racial/ethnic diversity. The magnitude of racial/ethnic disparities in race-based victimization differed across the four latent profiles; racial/ethnic disparities were minimal when there were similar numbers of students in each racial/ethnic group. School diversity's relation with school connectedness was minimal. White students perceived higher school connectedness than other racial/ethnic groups across profiles, but the White-Latinx gap was smaller in profiles with schools having a homogeneous Latinx student population. The findings underline the importance of understanding school diversity's interaction with students' characteristics, particularly racial/ethnic identity, on students' school experiences.<p /> <p>Language: en</p>",
language="en",
issn="0047-2891",
doi="10.1007/s10964-022-01715-0",
url="http://dx.doi.org/10.1007/s10964-022-01715-0"
}