“We’re All Equal” But Not Really: Perceptions of Racial Inequity Among Racial-Ethnic Minoritized Youth in the U.S

Racial-ethnic inequity is deeply entrenched in U.S. social systems, yet adolescents’ voices and understanding around inequity are not often directly examined. The current qualitative study uses focus group data from African American ( n = 21), Chinese- ( n = 17), Indian- ( n = 13), and Mexican- ( n = 17) origin adolescents ( Mage = 12.93 years; SD = 1.23; 51% boys) to provide insight on how youth navigate their attitudes and beliefs about these issues. Using a racial-ethnic socialization lens, we explore proximal (e.g., parents, peers, teachers) and distal (e.g., media, society) ways in which adolescents come to understand racial-ethnic inequity. Three themes characterized adolescents’ discussions. School diversity, of peers and of thought, and messages around egalitarianism were two prominent influences on their perceptions. A third theme related to perceptions of social hierarchies, which appeared to be shaped by stereotypes, peer interactions, and ideas about inequity itself. Emergent themes suggest that the school context is a particularly salient social setting that encompasses multiple sources of socialization (e.g., teachers, classmates, academics, climate), and parents, peers, and the media also play prominent roles.

Diversity Management in Classroom: Exploration of Teacher's Role

Nepal is a country of diversity in terms of ideological, cultural, religious, caste, geographical and sexual orientation, ethnicity, class and language. Diversity is not merely a problem, it is an opportunity for exploring creativity of individuals who have cultural, racial, and ethnic differences. In this context, this study aims to explore the role of teacher in diversity management in the classroom. I chose purposive sampling to identify the participant for my study. Headteacher, teacher and the students are the participant in my study. Multicultural education, Fair treatment and respect of differences are key for living diversity. Differences of the individuals need to addressed inside and outside the classroom. Diversity is the property of the school from which teacher and students learn different idea information and knowledge form the diversified students in his school. Diversity need to celebrate in the school in the different functions.

The Legacy of Busing and Brown: How School Desegregation Experiences Shape Public Perceptions and Communities’ School Diversity Priorities in the Resegregation Era

In a context that privileges neighborhood zoning and school choice over within-district busing, we examine urban residents’ perceptions of the benefits of racial diversity. We analyze public opinion trends by race and residents’ experience as a student in a district under court-ordered desegregation—Nashville, TN. We find racial differences regarding the values of proximity and school diversity that are moderated by experience as a school-age resident in a city under mandatory desegregation. We build upon literature showing long-term impacts of attending integrated schools, underscoring the influence of time, place, and experience in shaping perceptions of school diversity policies.

Does Diversity Matter? School Racial Composition and Academic Achievement of Students in a Diverse Sample

Research findings on school diversity and its impact on children’s educational outcomes is mixed. This study examined school racial diversity and educational outcomes for ethnically diverse students. Data came from third graders, N = 33,857 (51.8% male; 57.2% Latinx), in 278 schools. Using multilevel models, we examined the association between school racial composition and academic outcomes. Results showed that increased school diversity was negatively related to academic achievement, but this association was moderated by race. For White students, more equal representation was positively related to academic achievement, but this association was negative for Black and Latinx students.