Why Do Students from Ethnic Minority Backgrounds Experience Lower Academic Performance and Higher Rates of Disciplinary Action in Predominantly White Schools?

One study indicated that among Black and Latino students, transitioning to a school where the proportion of students from the same ethnic background is lower than it had been at their previous school is associated with

greater disengagement from school

negative outcomes such as lower academic performance and higher rates of disciplinary action. Why might this be the case?

The reason behind this association can be attributed to several factors. One of the primary reasons is the lack of social and cultural support that students receive when they transition to a school with a lower proportion of students from the same ethnic background. Students may feel isolated and disconnected from their peers, which can result in lower academic performance due to the lack of strong peer networks and support systems.

In addition, some students may feel a sense of stigma associated with being a minority in a predominantly white or affluent school. This can lead to lower self-esteem and psychological distress, which can impact academic performance and motivation. Students may also face microaggressions and discrimination from teachers or peers, leading to disciplinary action and further marginalization.

Moreover, students may struggle to adapt to different teaching styles, curricula, and expectations, which can also lead to lower academic performance. In some cases, schools may not provide adequate resources or support for students to navigate these challenges, making it difficult for them to succeed.

Finally, it’s essential to note that systemic factors such as racism, poverty, and unequal access to resources also play a significant role in these outcomes. Therefore, addressing these structural barriers is crucial for ensuring that all students have equitable opportunities to thrive academically and socially.

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