Author: Cheng, Simon, & Klugman, Joshua
Title: School Racial Composition and Biracial Adolescents’ School Attachment
University Affiliation: University of Connecticut, Temple University
Research Question: 1) Do self-identified biracial students differ from mono-racial students in their sense of belonging in school? 2) How does the racial makeup of the student body in school affect biracial adolescents’ school attachment? 3) How do the above relationships vary by type of biracial identification?
Journal Name or Institutional Affiliation: The Sociological Quarterly
Journal Entry: Volume 51 Issue 1 Pp. 150-178
Find that without taking school racial composition into account, biracial students have lower school attachment than their mono-racial counterparts. For white, black, and Hispanic mono-racial students, school attachment increases with the proportion of students who are their same race increases. The effects of same raced peers do not exist for the other racial groups observed.
Biracial students who are partially identified as white can potentially adapt to a variety of racial contexts due to their partially-white identity. Students who are partially-black identified have decreased attachment in majority white schools, but increased attachment in schools with a larger minority composition.
Scholarship Type Journal Article Empirical Research
Keywords: Attachment, Attitudes, Cross Race Friendships, Racial Composition
Research Designs: Secondary Data, Survey
Method of Analysis: Descriptive Statistics, Multilevel Models
Sampling Frame: Adolescents in grades 7-12 in the United States
Sample Types: Random
Unit of Analysis: Individual
Data Types: Quantitative-Cross Sectional
Data were taken from the Add Health dataset. Using Wave-1 survey data, the authors analyze a final sample of 62,839 mono-racial adolescents and 6,413 biracial adolescents. The dependent variable, “school attachment” is calculated using the following Add Health items: 1) I fell close to people at this school 2) I feel like I am part of this school 3) I am happy at this school.
DV: School Attachment IV: School Racial Composition Controls: Gender, school year, GPA, number of friends, number of sports teams participated on, parental education, family size, family structure (single parent or two parent household), geographic region, average parental education of the school, midsize school status, private school status.