Operationalizing the Intersection of Racial and Socioeconomic Diversity in Predicting School-Level Academic Achievement

Wisman, R. Aaron

doi:10.1177/0013124519894989

Cited by 3 publications

(2 citation statements)

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“…However, other studies found that school inequality is associated with positive outcomes. For example, Wisman (2020) found that in classes where there are students from both low- and high-income families, reading achievement is better. In another study, Park and colleagues (2013) found that socioeconomic diversity predicted more positive intergroup outcomes.…”

Section: Covariates At the Country School And Student Levelmentioning

confidence: 99%

Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries.

King¹,

Chiu²,

Du³

2022

Journal of Educational Psychology

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Students' school belonging is critical to overall functioning. Most past studies of school belonging's antecedents focused on individual-level and proximal environmental factors, neglecting broader socioecological factors such as income inequality. Hence, this study examined whether income inequality is associated with students' school belonging. We further examined whether having high socioeconomic status could buffer the harmful consequences of income inequality on school belonging. We drew on 822,230 students' survey responses from 65 countries/regions using 3 waves of data (2000; 2003; and 2012) from the Program for International Student Assessment (PISA). Multilevel and cross-temporal analyses were used. Results showed that country-level income inequality in the past year was associated with lower school belonging, controlling for other variables at the country, school, and student-levels. School and family socioeconomic status moderated the effects of inequality. More specifically, for students in more affluent schools and more advantaged families, the association between inequality and belonging was weaker. This study demonstrates the importance of income inequality and the buffering role played by socioeconomic status in school belonging. Theoretical and practical implications are discussed. Educational Impact and ImplicationsIn societies with higher levels of income inequality, students experienced lower levels of school belonging. However, being from an advantaged family and a more affluent school seemed to have a protective function. The negative association between inequality and belonging was lower for students from more affluent families and schools. This study showed the importance of income inequality on school belonging and highlighted the roles played by socioeconomic resources in buffering inequality's potentially harmful consequences.

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Section: Covariates At the Country School And Student Levelmentioning

confidence: 99%

Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries.

King¹,

Chiu²,

Du³

2022

Journal of Educational Psychology

View full text Add to dashboard Cite

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“…Diversity within an educational context is determined by the students" characteristics such as gender, race, socio-economic level, language, as well as their abilities and academic achievements, among other elements (Birtel et al, 2020;Busse et al, 2020;Grossen & Muller Mirza, 2020;Jiménez-Rodrigo & Guzmán-Ordaz, 2016;Petts, 2020;Wisman, 2020). A significant amount of research into students" abilities has been undertaken, for instance, in terms of students" disabilities (Connor & Cavendish, 2020;Fenty & Brydon, 2020;Gabriely et al, 2020;Hughes et al, 2020;Jacques & Abel, 2020), and gifted students (Freedberg et al, 2019;Kong & Liu, 2020;Preckel et al, 2019;Ramos et al, 2020;Yu & Jen, 2020).…”

Section: Introductionmentioning

confidence: 99%

What Do We Know about Giftedness and Underachievement? A Bibliometric Analysis

Cornejo-Araya

Gómez-Araya

Muñoz-Huerta

et al. 2021

IJRES

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This bibliometric study aimed to analyze the main trends of published articles and reviews between 1958 and 2018 regarding underachievement in gifted students. The sample included 203 files extracted from the databases Scopus and Web of Science. The analysis included the number of publications; most productive journals, countries, and authors; affiliations; language; and citations. Main results indicate that Roeper Review has published most of the documents in this area, and Donna Y. Ford is the author with most publications. The U.S. is the most productive country, while the University of Georgia is the most productive institution. Additionally, the predominant language is English, with 91.63% of the publications. These results are discussed and analyzed based on the existing literature. Limitations and future research are also considered.

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Schools’ Neighborhoods and Characteristics: Implications for Standardized Academic Achievement in Passaic, NJ’s Elementary, Middle and High Schools

et al. 2022

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Operationalizing the Intersection of Racial and Socioeconomic Diversity in Predicting School-Level Academic Achievement

Cited by 3 publications

References 50 publications

Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries.

Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries.

What Do We Know about Giftedness and Underachievement? A Bibliometric Analysis

Schools’ Neighborhoods and Characteristics: Implications for Standardized Academic Achievement in Passaic, NJ’s Elementary, Middle and High Schools

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