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Maladjustment in statistical minorities within ethnically unbalanced classrooms.

K Kaufman, W L Gregory, W G Stephan

    American Journal of Community Psychology
    |October 1, 1990
    PubMed
    Summary

    Statistical minority status impacts school adjustment in children. Minority Hispanic students showed more moodiness, while minority Anglo students displayed increased aggression, suggesting cultural coping differences.

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    Area of Science:

    • Child Psychology
    • Educational Psychology
    • Sociology

    Background:

    • School adjustment is crucial for children's development.
    • Understanding factors influencing adjustment, such as minority status, is important.
    • Previous research has explored minority status and adjustment, but cultural nuances require further investigation.

    Purpose of the Study:

    • To determine if statistical minority status affects children's school adjustment.
    • To examine how minority status influences specific adjustment dimensions like aggression, moodiness, and learning difficulties.
    • To explore cultural differences in coping mechanisms among minority students.

    Main Methods:

    • Teachers rated elementary students' adjustment using the Adjustment Measure for Learning (AML) scale.

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  • Data were collected from 376 students in a southwest school district.
  • Statistical analyses were performed to compare adjustment ratings between minority and nonminority students within ethnic groups.

    • Main Results:

    • Statistical minority status significantly affected adjustment ratings for both Hispanic and Anglo students.
    • Hispanic students in the statistical minority received poorer ratings for moodiness compared to nonminority Hispanic students.
    • Anglo students in the statistical minority received poorer ratings for aggression compared to nonminority Anglo students.

    Conclusions:

    • Minority status in schools influences children's adjustment.
    • Cultural factors may play a role in how minority students cope with stress, leading to specific behavioral perceptions.
    • These findings highlight the need for culturally sensitive approaches to support student adjustment in diverse school environments.