Race and Cultural Flexibility Among Students in Different Multiracial Schools
Examine the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions.
Journal Name or Institutional Affiliation:
Teacher College Record
Vol. 112, No. 6, pp. 1529-1574
- There are significant associations among self-esteem, academic and extracurricular placement, and cultural flexibility for black students.
- Black students in majority-minority schools scored significantly higher on cultural flexibility scale than those in majority-White schools.
- There are connections between student and school behaviors as they pertain to both students' and educators' willingness and ability to realize the visions of racial and ethnic integration wholly.
- There exist some significant differences in students' cultural flexibility based on where they are in school, in either a majority-minority or majority-White school. Students attending a majority racial and ethnic minority schools are more likely to have higher cultural flexibility.
- Those Black students enrolled in either AP or honors courses show a modest though greater level of cultural flexibility than those enrolled in non-AP and non-honors classes.
- Black students' preferential attitudes about the racial and ethnic composition of their schools and neighborhoods have no influence on their cultural flexibility.
- For White students, the school type does not matter. Their preferential attitudes about their schools' and neighborhoods' racial , ethnic, and class composition do not matter either. The statistically significant predictors of cultural flexibility found among this group were participation in AP or honors courses and regional location.
Journal Article Empirical Research
Composition, Racial Composition, Tracking
Method of Analysis:
4 high schools
Unit of Analysis:
- Randomly stratified sample of 471 Black and White students.
- Ethnographic notes from weeks of school observations and transcribed interviews data from 16 group interviews conducted in each school with students in Grades 9-12 complemented the survey.
- Methods also include ethnography and in-depth interviews.
- 4 high schools : two located in the metropolitan area of a southern capital city, and two in a northeast capital city.
- One school in each city is minority-dominant, and one is multiracial and predominantly White.
- DV: Cultural flexibility
- IV: Mother/female guardian's or father/male guardian's highest level of education, gender, self reported GPA, school compositional type (majority-minority and majority-white, self-esteem, preference for same-race peers in school, preference for same race in neighborhood, preference for same-SES peers in school, preference for same-SES in neighborhood, student's grade point average, in AP or honors courses, number of extracurricular activities, family background