Race/Ethnicity and Social Adjustment of Adolescents: How (Not if) School Diversity Matters

被引：98

作者：

Graham, Sandra ^{[1
]}

机构：

[1] Univ Calif Los Angeles, Dept Educ, 405 Hilgard Ave, Los Angeles, CA 90095 USA

来源：

EDUCATIONAL PSYCHOLOGIST | 2018年 / 53卷 / 02期

基金：

美国国家科学基金会;

关键词：

CROSS-ETHNIC FRIENDSHIPS; IDENTITY COMPLEXITY; PEER VICTIMIZATION; INTERGROUP ATTITUDES; MIDDLE SCHOOL; SELF-BLAME; CONTEXT; SEGREGATION; TRANSITION; SCIENCE;

D O I：

10.1080/00461520.2018.1428805

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this article, I describe a program of research on the psychosocial benefits of racial/ethnic diversity in urban middle schools. It is hypothesized that greater diversity can benefit students' mental health, intergroup attitudes, and school adaptation via three mediating mechanisms: (a) the formation and maintenance of cross-ethnic friendships, (b) the development of complex social identities, and (c) decreases in perceived vulnerability. These hypotheses are examined in a 3-year longitudinal study of approximately 6,000 ethnically diverse 6th-grade students as they enter one of 26 urban middle schools in California. The overarching goal of this article is to present a strong argument that greater school ethnic diversity can buffer many of the normative challenges of early adolescence.

引用

页码：64 / 77

页数：14

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