We examined the association of school racial composition to academic achievement and self-esteem in a large sample of Black and White children and adolescents. The effects of racial composition (dissonant, consonant, and balanced) appear to vary for students of different age and racial groups, and to differ for self-esteem and achievement. Results of this study point to the importance of examining contextual dissonance among students at different grade levels, but also to the need to identify factors that contribute to high self-esteem and achievement regardless of school composition.
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Gray‐Little et al. (1997) studied this question.
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