Low-Income Students and the Socioeconomic Composition of Public High Schools

Increasing constraints placed on race-based school diversification have shifted attention to socioeconomic desegregation. Although past research suggests that socioeconomic desegregation can produce heightened achievement, the "frog pond" perspective points to potential problems with socioeconomic desegregation in nonachievement domains. Such problems are important in their own right, and they may also chip away at the magnitude of potential achievement benefits. In this article, I report conducted propensity score analyses and robustness calculations on a sample of public high schools in the National Longitudinal Study of Adolescent Health. As the proportion of the student body with middle- or high-income parents increased, low-income students progressed less far in math and science. Moreover, as the proportion of the student body with middle- or high-income or college-educated parents increased, low-income students experienced more psychosocial problems. Such patterns were often more pronounced among African American and Latino students. These findings suggest curricular and social psychological mechanisms of oft-noted frog pond effects in schools and extend the frog pond framework beyond achievement itself to demographic statuses (e.g., race/ethnicity and SES) perceptually linked to achievement. In terms of policy, these findings indicate that socioeconomic desegregation plans should also attend to equity in course enrollments and the social integration of students more generally.     

(Re)Conceptualizating Race/Ethnic Relationships in US Schools: Toward a Multifaceted and Multilevel Framework

Since the Civil Rights Movements, the emphasis on confronting power, inequality, and racism in US schools has receded. So too has the movement to reverse racial/ethnic segregation and enhance student interactions. Instead, much popular and academic discourse focuses on standardized tests and achievement gaps, leaving the social aspects of schooling and race/ethnic interactions under-explored and largely ignored. Meanwhile, racial/ethnic tensions, hierarchies, inequalities, and the patterns, institutions, and systems that maintain them persist. During a period of growth in the percentages of Latina/o and Asian American/Pacific Islander students, this article argues for the importance of theorizing, researching, and reconceptualizing race/ethnic interactions in schools. Key to this process is adopting a multifaceted and multilevel approach. This involves moving beyond dichotomous thinking and instead adopting a framework that explores (1) the strengths of quantitative and qualitative research; (2) cross- and intra-racial/ethnic relations; (3) the significance of race/ethnicity, class, and gender; (4) a conflict-solidarity continuum of relationships; and (5) the salience of macro-, meso-, and micro-dynamics on school interactions. The adoption of this approach allows for a more complex, nuanced, and contemporary analysis of the phenomena occurring in today’s schools, thereby facilitating the possibility for change.     

Assessing Listening in Elementary and Junior High Schools: An Examination of Four Listening Tests

The major object of the Calgary Listening Inquiry Project (CLIP) was the undertaking of school-based studies derived from teacher-defined problems and concerns with listening instruction. Another objective was development, implementation, and assessment of effective strategies and materials for teaching and evaluating listening. Four tests—Listening Comprehension Tests (LCT), Alberta Listening Tests (ALT), Test of Adolescent Language (TOAL), and Thinking Creatively with Sounds and Words (TCSW)—were administered. Discussion concerns the nature of these tests and how the use and study of them helped teachers not only to acquire data about students' listening skills but also to develop a vocabulary about listening and to define their questions. Teachers developed a Listening Profile for use as a student checklist for listening skill development and two Listening Awareness Assessment Questionnaires to obtain student feedback and to involve students as participants in CLIP.     

Negative Stereotypes of Ethnic Outgroups: A Longitudinal Examination Among Palestinian,Israeli Jewish,and Israeli Arab Youth

Ethno‐political conflict impacts thousands of youth globally and has been associated with a number of negative psychological outcomes. Extant literature has mostly addressed the adverse emotional and behavioral outcomes of exposure while failing to examine change over time in social cognitive factors in contexts of ethno‐political conflict. Using cohort sequential longitudinal data, this study examines ethnic variation in the development of negative stereotypes about ethnic outgroups among Palestinian (n = 600), Israeli Jewish (n = 451), and Israeli Arab (n = 450) youth over 3 years. Age and exposure to ethno‐political violence were included as covariates for these trajectories. Findings indicate important ethnic differences in trajectories of negative stereotypes about ethnic outgroups, as well as variation in how such trajectories are shaped by prolonged ethno‐political conflict.     

Immigrants' Language Skills: The Australian Experience in a Longitudinal Survey

This article is concerned with the determinants of English language proficiency (speaking, reading and writing) among immigrants. It presents a model of immigrant destination language proficiency based on economic incentives, exposure to the destination language, and efficiency in second language acquisition. A unique data set, the Longitudinal Survey of Immigrants to Australia, is used to test the model. This survey had three waves, at about six months, eighteen months and three‐and‐a‐half years after immigration. The analyses are performed by wave, type of language skill and gender using probit analysis. Bivariate probit analysis is used across waves. The hypotheses are supported by the data. The bivariate probit analysis indicates a positive correlation in the unexplained component that declines with time between waves, suggesting a “regression to the mean” in the unobserved components of English language proficiency.     

美国中小学的理财素养教育

21世纪的今天,经济素养或理财素养日益成为各国教育的主要目标之一。我国中小学经济素养教育还处于起步阶段,美国经济素养教育理论和实践很有借鉴价值。本文从美国经济素养教育的内涵、历史和发展趋势、前沿动态、途径方法、社会机构资源和相关政策等进行综述,以寻找我国经济素养教育的切入口。     

Planning Requests for Help as a Function of Anticipated Resistance and Language Proficiency

This study examined how the formulation of message plans varies as a function of anticipated partner resistance and language proficiency. The ninety participants were students enrolled in English for Speakers of Other Languages classes (n = 24) and students in public speaking classes (n = 66). They wrote a plan in English in which assistance was requested from a prospective recipient who was portrayed as resistant to or cooperative with the speaker's goal. The anticipation of resistance did not predict overall plan elaborateness but was associated with a higher proportion of request-relevant units and a lower proportion of opening and closing units than the anticipation of cooperation. This difference occurred for more proficient speakers of English but not for less proficient speakers. Implications for planning theory and second-language instruction are discussed.     

Parental Hope Communication and Parent-Adolescent Constructive Conflict Management: A Multilevel Longitudinal Analysis

Drawing from relational conflict management research and hope theory, the present study hypothesized that parental hope communication is positively related to constructive parent-adolescent conflict management. Utilizing three waves of longitudinal survey data from 393 Latina/o 6^th–8th grade students, we tested the hypotheses using a random intercept cross-lagged panel model, which partitions variance at the between-person and within-person levels over time. At the between-person level, we found that, relative to the sample averages, as Latina/o students reported higher levels of parental hope communication, they tended to report higher levels of constructive conflict over the academic year. At the within-person level, parental hope communication at one time point positively predicted constructive parent-adolescent conflict at the next time point. Our findings inform hope theory, family communication, and positive communication research by demonstrating the potential utility of parental hope communication for increasing constructive conflict in parent-adolescent relationships.     

Social Class Correlates of Stability and Change in Levels of Alienation: a Longitudinal Study

Identical allenation items were used on questionnaires administered to 334 subjects in 1963 and again in 1971. Drawing upon the variables of powerlessness, meaninglessness, normlessness, and social isolation, an analysis was made of stability and change in alienation scores. The direction of change was toward disproportionate increases over decreases, with the largest increase occurring for normlessness. Differential educational and occupational status, along with other social characteristics, were examined for sources of subsequent change in different measures of alienation. The results indicated significant differences in levels of alienation by socioeconomic variables at the two points in time. The amount of change, however, was not differentiated by changes in socioeconomic characteristics.     

Group Conflict Theory in a Longitudinal Perspective: Analyzing the Dynamic Side of Ethnic Competition

One of the most established approaches to explain attitudes toward immigration is group conflict theory. However, even though the theory was articulated in dynamic terms, previous research has almost exclusively tested it through cross‐sectional analyses. The aim of this study is to disentangle the dynamic character of ethnic competition from more permanent determinants of ethnic threat. The findings show that a remarkable variation of concern over immigration, usually attributed to permanent positions of economic vulnerability, disappears when within‐person variation is modeled. In line with a dynamic approach of ethnic competition, becoming unemployed or being laid off increases concern over immigration. This effect is independent of social class.     

White Ethnic Diversity in Small Town Iowa: A Multilevel Analysis of Community Attachment

Community attachment is the feeling of being connected to community life. Within the community attachment literature, two classic approaches frame scholars’ understanding of this important dimension of community life: the linear development and systemic models. Our empirical models emphasize different factors for community attachment, including population size, density, and heterogeneity for the linear development model and age, length of residence, and social status for the systemic model. Surprisingly, heterogeneity has been omitted from analyses of the linear development model throughout the literature since its introduction, a shortcoming our study addresses. Though heterogeneity can be conceptualized in a number of ways, a large—and growing—body of literature focuses on the effects of race and ethnicity for communities. Here, we focus on a particular type of ethnic heterogeneity—European ancestry—and reincorporate this essential dimension of communities back into the linear development model of community attachment. Using data from the 2004 wave of the Iowa Community Survey and multilevel modeling techniques, we explore how white ethnic diversity matters for community life. We conclude with a discussion of the implications of our study, including potential avenues for future research focusing on other ethnicities that are often subsumed under broader racial and panethnic labels.     

High School Social Climate and Antisocial Behavior: A 10 Year Longitudinal and Multilevel Study

A longitudinal and multilevel approach is used to examine the relationship between antisocial behavior during adolescence and high school social climate. The data are taken from a longitudinal study of 1,233 boys and girls who attended 217 public and private high schools. Students' disruptive behaviors were assessed yearly from 6 to 12 years of age. High school social climate was assessed by teachers, and students reported on their violent and nonviolent antisocial behavior while in high school. The multilevel analyses revealed (1) a large difference between the percentage of variance explained within schools (97%), compared with between schools (3%), and (2) teachers' reports of classroom behavior problems explain between‐school differences in student reported antisocial behavior, after controlling for students' family adversity and history of behavior problems during elementary school. The theoretical and practical implications of the study are examined and future directions for research are discussed.     

English Language Proficiency of Immigrants and Refugees in the Twin Cities Metropolitan Area

Studies of the determinants of English language ability have generally focused on the largest immigrant groups in the United States. Much less is known about smaller, but significant regional concentrations of immigrants and refugees. This article presents data on four very distinct and understudied groups: Russians, Somalis, Hmong, and Mexicans in the Midwest. We found large differences in English language proficiency across the different national origin groups, even after controlling for background variables. These differences were not attributable to refugee status or to linguistic distance from English. Being Somali, migrating to the United States at a young age and having a college diploma were the best predictors of both spoken and written proficiency. The returns to higher education were particularly noteworthy — respondents with college diplomas were more than 29 times more likely than non‐high school graduates to speak English well, and more than 20 times as likely to read well. Women appear to have benefited more than men from completing college in terms of spoken English proficiency since the male‐female gap narrows among the highly educated. Length of time in the United States was a good predictor of whether an individual speaks English at home, regardless of age of entry to the country.     

Ethnic segregation in context: Social discrimination among native Dutch pupils and their ethnic minority classmates

Social discrimination, defined as the relative preference for intra-ethnic over inter-ethnic relationships, was studied in pupils’ networks in Dutch secondary school classes. While native Dutch pupils (ethnic majority members) mainly named fellow majority members, ethnic minority members reported ties with as many majority as minority members. Considering the ethnic composition of the classroom, however, majority members discriminated less than minorities. No strong effect of classroom ethnic composition on social discrimination was found, whereas neighborhood composition was shown to clearly influence social discrimination: ethnic minority members were more, and majority members less inclined to discriminate in neighborhoods with more ethnic presence.     

Child Mortality and Socioeconomic Status: An Examination of Differentials by Migration Status in South Africa1

This study examines child mortality and socioeconomic status among migrants and nonmigrants. It also examines child mortality by migration status in all quintiles of socioeconomic status, comparing immigrants to the native‐born and internal migrants to nonmigrants. The results show that among migrants, child mortality decreased faster as socioeconomic status increased than among nonmigrants. The results also show a cross‐over in the likelihood of child mortality by immigration status as socioeconomic status increased. In the poorest socioeconomic quintiles immigrants had a greater likelihood of child mortality than the native‐born while in the wealthiest quintiles child mortality was greater among the native‐born.     

Complicating Patriotism in the Elementary Grades: An Examination of Rugg and Krueger's Overlooked Textbooks

In the late 1930s several prominent self-described patriotic groups attacked social studies pioneer Harold Rugg as “un-American.” The largest instance of textbook censorship in American history unfolded. Yet little attention was given (and continues to be given by scholars) to Rugg's elementary textbooks that he wrote with Louise Krueger. This article examines Rugg and Krueger's complete “Elementary Series” in light of the un-American criticisms levied at Rugg. It documents how, despite critics’ claims, the books were immediately celebratory of the United States and its people, teaching a traditional patriotism that casts the nation as the supreme level of social analysis through an unquestioning, best-story approach. Furthermore, it shows how the books lack Rugg's justice-oriented philosophy of the “American Problem.” The article concludes by charging elementary social studies teachers, teacher educators, and researchers to consider critical questions related to the teaching of patriotism in the elementary grades.