{"title":"It's not what you say it's what you do: School diversity ideologies and adolescent mental health and academic engagement.","authors":"Jane Leer, Sarah E Gaither, Anna Gassman-Pines","doi":"10.1111/jora.12998","DOIUrl":null,"url":null,"abstract":"<p><p>This study examined the relation between schools' color-evasive versus multicultural diversity ideologies, school characteristics, and adolescent development. Across two datasets linking individual-level survey data (N = 1692) and administrative records (N = 300,063; M<sub>age</sub> = 12.4, 52% female, 48% male), schools' stated support for diversity (via a pro-diversity mission statement) was related to adolescent mental health and academic achievement, but in nuanced ways depending on individual racial/ethnic backgrounds, the racial/ethnic diversity of the student body and teachers, and the extent of racial disparities in discipline and gifted education. Findings suggest that communicating support for diversity without redressing systemic inequities in school discipline and academic tracking will not reduce racism-related achievement gaps and may instead exacerbate mental health disparities.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research on Adolescence","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/jora.12998","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"FAMILY STUDIES","Score":null,"Total":0}
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Abstract
This study examined the relation between schools' color-evasive versus multicultural diversity ideologies, school characteristics, and adolescent development. Across two datasets linking individual-level survey data (N = 1692) and administrative records (N = 300,063; Mage = 12.4, 52% female, 48% male), schools' stated support for diversity (via a pro-diversity mission statement) was related to adolescent mental health and academic achievement, but in nuanced ways depending on individual racial/ethnic backgrounds, the racial/ethnic diversity of the student body and teachers, and the extent of racial disparities in discipline and gifted education. Findings suggest that communicating support for diversity without redressing systemic inequities in school discipline and academic tracking will not reduce racism-related achievement gaps and may instead exacerbate mental health disparities.
期刊介绍：
Multidisciplinary and international in scope, the Journal of Research on Adolescence (JRA) significantly advances knowledge in the field of adolescent research. Employing a diverse array of methodologies, this compelling journal publishes original research and integrative reviews of the highest level of scholarship. Featured studies include both quantitative and qualitative methodologies applied to cognitive, physical, emotional, and social development and behavior. Articles pertinent to the variety of developmental patterns inherent throughout adolescence are featured, including cross-national and cross-cultural studies. Attention is given to normative patterns of behavior as well as individual differences rooted in personal or social and cultural factors.
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