Gillespie Sarah, Morency Mirinda M, Fajemirokun Elizabeth, Ferguson Gail M
Institute of Child Development, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA.
Child Dev. 2025 May-Jun;96(3):966-979. doi: 10.1111/cdev.14219. Epub 2025 Jan 20.
This study used a natural experiment design to examine the impact of ethnic studies courses on students' ethnic-racial identity (ERI) development, multicultural attitudes, and civic engagement during the 2021-2022 school year in Minneapolis, MN (N = 535; 33.5% White, 29.5% Black, 21.1% Latine, 10.7% multi-racial; 44.7% female, 7.1% non-binary). Compared to students who were quasi-randomly assigned to a control class, 9th graders taking an ethnic studies class (treatment group) engaged in significantly more midpoint ERI exploration (β = 0.12), resulting in stronger endpoint ERI resolution (β = 0.48-0.57). Increased exploration mediated more favorable attitudes toward multiculturalism (indirect effect = 0.05) and more frequent civic engagement activities (indirect effect = 0.02). Results have implications for policy efforts to expand ethnic studies.
本研究采用自然实验设计，以考察民族研究课程对明尼苏达州明尼阿波利斯市2021 - 2022学年学生的种族身份认同（ERI）发展、多元文化态度和公民参与的影响（N = 535；33.5%为白人，29.5%为黑人，21.1%为拉丁裔，10.7%为多种族；44.7%为女性，7.1%为非二元性别）。与被准随机分配到对照班级的学生相比，参加民族研究课程的九年级学生（实验组）在中点ERI探索方面的参与度显著更高（β = 0.12），从而在终点ERI解决方面更强（β = 0.48 - 0.57）。探索的增加介导了对多元文化主义更积极的态度（间接效应 = 0.05）和更频繁的公民参与活动（间接效应 = 0.02）。研究结果对扩大民族研究的政策努力具有启示意义。
