000			01760nam a2200253Ia 4500
008			180926s2017 xx 000 0 und d
040			_cMANILA TYTANA COLLEGES LIBRARY
100			_aRjosk, Camilla.
245		0	_aEthnic composition and heterogeneity in the classroom : _btheir measurement and relationship with student outcomes / _cCamilla Rjosk, Dirk Richter, Oliver Ludtke, Jacquelynne Sue Eccles
260			_cNovember 2017
336			_atext
337			_aunmediated
338			_avolume
440			_n109 : 8, page 1188-1204 _aJournal of Educational Psychology
520			_aThis study explores various measures of the ethnic makeup in a classroom and their relationship with student outcomes. We examine whether measures of ethnic diversity are related to achievement (mathematics, reading) and feeling of belonging with one's peers over and above commonly investigated composition characteristics. Multilevel analyses were based on data from a representative sample of 18,762 elementary school students in 903 classrooms. The proportion of minority students and diversity measures showed negative associations with student outcomes in separate models. Including diversity measures and the proportion of minority students, diversity of minority students mostly lost its significance. However, the results suggest that diversity measures may provide additional information over and above other classroom characteristics for some student outcomes. The various measures of diversity led to comparable results.
521			_aPsychology.
650			_aAcademic achievement.
650			_aClassroom.
650			_aDiversity.
650			_aEthnic composition.
650			_aMultilevel analysis.
942			_2lcc _cA
998			_c82372 _d140735
999			_c78914 _d78914