Ackert Elizabeth
Population Research Center, The University of Texas at Austin, United States.
Soc Sci Res. 2018 Feb;70:144-162. doi: 10.1016/j.ssresearch.2017.10.010. Epub 2017 Oct 31.
This study examines the associations between school racial/ethnic and socioeconomic composition and school engagement levels among Mexican-origin Latinos/as, African Americans, and non-Latino/a whites. Prior research suggests that whiter and more affluent schools should promote engagement, but some studies reveal paradoxes of school segregation whereby minority and socioeconomically disadvantaged students exhibit worse outcomes in schools with white and socioeconomically advantaged peers. Using data from the Education Longitudinal Study of 2002, this study examines the associations between the percent of non-minority students in the school, average school socioeconomic status, and three engagement outcomes: Liking school, involvement in school-sponsored activities, and coursework engagement. The findings reveal an affective-behavioral trade-off for students in schools with higher proportions of white students. Students who attend whiter schools are less likely to report that they like school, but they are more engaged in coursework. This affective-behavioral paradox is not unique to any particular racial/ethnic group.
本研究考察了墨西哥裔拉丁裔、非裔美国人和非拉丁裔白人学生所在学校的种族/族裔构成及社会经济构成与学校参与度之间的关联。先前的研究表明，白人比例更高且更富裕的学校应能促进学生的参与度，但一些研究揭示了学校隔离的矛盾之处，即少数族裔和社会经济处境不利的学生在与白人及社会经济处境有利的同龄人同校时，表现出更差的学业成果。本研究利用2002年教育纵向研究的数据，考察了学校非少数族裔学生的比例、学校平均社会经济地位与三种参与度结果之间的关联：喜欢学校、参与学校组织的活动以及课程学习参与度。研究结果揭示了白人学生比例较高的学校中，学生在情感与行为方面的权衡。就读于白人比例更高学校的学生不太可能表示喜欢学校，但他们在课程学习上更投入。这种情感与行为的矛盾并非任何特定种族/族裔群体所独有。
