University of California, Los Angeles.
Child Dev. 2018 Jul;89(4):1268-1282. doi: 10.1111/cdev.12834. Epub 2017 Jun 20.
The effects of school-based ethnic diversity on student well-being and race-related views were examined during the first year in middle school. To capture the dynamic nature of ethnic exposure, diversity was assessed both at the school-level (n = 26) and based on academic course enrollments of African American, Asian, Latino, and White students (n = 4,302; M = 11.33 years). Across all four pan-ethnic groups, school-level ethnic diversity was associated with lower sense of vulnerability (i.e., feeling safer, less victimized, and less lonely) as well as perceptions of teachers' fair and equal treatment of ethnic groups and lower out-group distance. Underscoring the role of individual experiences, exposure to diversity in academic classes moderated the association between school-level diversity and the two aforementioned race-related views.
本研究旨在探讨初中阶段校园种族多样性对学生幸福感和种族相关观念的影响。为了捕捉种族接触的动态本质，本研究分别从学校层面（n=26）和非裔美国人、亚裔、拉丁裔和白人学生的学术课程注册情况（n=4302；M=11.33 岁）评估了多样性。在所有四个泛族群体中，学校层面的种族多样性与较低的脆弱感（即感到更安全、更少受害和更不孤独）以及对教师公平和平等对待不同种族群体的看法和较低的外群体距离相关。凸显个体经验作用的是，学术课程中多样性的接触调节了学校层面多样性与上述两个种族相关观念之间的关系。
