Ethnic diversity in schools and bi-ethnic Dutch students' educational outcomes and social functioning

被引：3

作者：

Karssen, Merlijn ^{[1
]}

van der Veen, Ineke ^{[3
]}

Volman, Monique ^{[2
]}

机构：

[1] Univ Amsterdam, Res Inst Child Dev & Educ, Amsterdam, Netherlands

[2] Univ Amsterdam, Res Inst Child Dev & Educ, Educ, Fac Social & Behav Sci, Amsterdam, Netherlands

[3] Univ Amsterdam, Kohnstamm Inst, Amsterdam, Netherlands

来源：

SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT | 2016年 / 27卷 / 04期

关键词：

Multi-ethnic; school ethnic composition; cognitive outcomes; social-emotional functioning; citizenship; CITIZENSHIP COMPETENCES; RACIAL IDENTITY; SEGREGATION; ADOLESCENTS; ACHIEVEMENT; PERFORMANCE; CHILDREN; CONTACT;

D O I：

10.1080/09243453.2016.1189436

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study examined the relationship between ethnic diversity in school and educational outcomes, social-emotional functioning, and citizenship competences for bi-ethnic students. The focus of this study is bi-ethnic children with 1 non-migrant parent (with 2 non-migrant grandparents) and 1 migrant parent (with 2 foreign grandparents). It was found that the educational outcomes, social-emotional functioning, and citizenship competences of bi-ethnic students were not related to ethnic diversity. We also focused on the relationship between ethnic diversity in school and educational outcomes, social-emotional functioning, and citizenship competences for mono-ethnic students to determine whether this relationship is different for bi-ethnic and mono-ethnic students. Whereas the relationship was not significant for mono-ethnic minority students, mono-ethnic majority students' educational outcomes, social-emotional functioning, and citizenship competences were related to a school's ethnic diversity. This study indicates that the outcomes and social functioning of bi-ethnic students are not related to attending an ethnically diverse school.

引用

页码：613 / 628

页数：16

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