Ethnic diversity in schools and bi-ethnic Dutch students’ educational outcomes and social functioning

Figures & data

Table 1. Number of bi-ethnic, mono-ethnic minority, and mono-ethnic majority students in Grade 6.

	Bi-ethnic	Mono-ethnic minority	Mono-ethnic majority	Total
Dutch	–	–	9961	9961
Surinamese	62	195	–	257
Antillean	20	49	–	69
Turkish	31	841	–	872
Moroccan	27	667	–	694
Other Western	188	143	–	331
Other non-Western	203	454	–	657
Total	531	2349	9961	12841

Table 2. Mean scores and standard deviations of cognitive outcomes, social-emotional functioning in school, and citizenship competences (Nmaxstudents = 11,892).

		Mono-ethnic majority		Bi-ethnic		Mono-ethnic minority
		M	SD	M	SD	M	SD
Cognitive outcomes	Reading comprehension	57.78	16.86	58.30	17.35	48.64	15.89
	Mathematics	110.96	11.62	110.39	10.93	107.08	11.56
Social-emotional functioning in school	Well-being	4.17	0.64	4.11	0.64	4.25	0.62
	Problem behaviour	2.22	0.82	2.25	0.86	2.39	0.87
Citizenship competences	Societal interest	2.97	0.42	3.08	0.41	3.18	0.41
	Prosocial ability	2.95	0.42	3.01	0.41	3.08	0.43
	Reflective thinking	2.23	0.55	2.35	0.56	2.46	0.56
	Assertiveness	3.07	0.54	3.14	0.51	3.19	0.56
	Societal knowledge	0.79	0.18	0.80	0.19	0.73	0.19
	Interpersonal knowledge	0.78	0.19	0.77	0.20	0.71	0.20

Table 3. Descriptive statistics of ethnic diversity in school for mono-ethnic majority, bi-ethnic and mono-ethnic minority students.

	Ethnic diversity
	N	M	SD	Min	Max
Mono-ethnic majority	9961	0.16	0.18	0.00	0.84
Bi-ethnic	531	0.38	0.24	0.00	0.84
Mono-ethnic minority	2349	0.59	0.19	0.00	0.84

Table 4. Unstandardised coefficients and effect sizes (ES) of the multivariate multi-group multilevel analyses of the final model for the relation between ethnic diversity and cognitive outcomes (Nstudents = 11531; Nschools = 690), social-emotional functioning in school (Nstudents = 11314; Nschools = 701), and citizenship competences (orientation: Nstudents = 11107; Nschools = 700; knowledge: Nstudents = 11082; Nschools = 700) of mono-ethnic majority, bi-ethnic, and mono-ethnic minority students.

		Mono-ethnic majority				Bi-ethnic				Mono-ethnic minority
		b	SE	p value	ES	b	SE	p value	ES	b	SE	p value	ES
Cognitive outcomes	Reading comprehension	–5.48	1.94	0.01	–0.35	–0.55	3.79	0.89	–0.04	–3.97	2.43	0.10	–0.25
	Mathematics	–0.40	1.64	0.81	–0.04	2.18	2.46	0.38	0.20	–1.84	1.77	0.30	–0.17
Social-emotional functioning in school	Well-being	–0.22	0.06	0.00	–0.35	–0.09	0.12	0.45	–0.14	0.13	0.11	0.22	0.21
	Problem behaviour	0.22	0.08	0.01	0.27	–0.28	0.21	0.18	–0.35	–0.06	0.14	0.67	–0.07
Citizenship competences	Societal interest	0.12	0.04	0.00	0.30	0.07	0.09	0.47	0.16	0.12	0.07	0.12	0.28
	Prosocial ability	0.03	0.04	0.39	0.08	0.04	0.10	0.72	0.09	–0.09	0.07	0.19	–0.21
	Reflective thinking	0.14	0.05	0.01	0.33	0.12	0.13	0.34	0.29	–0.06	0.09	0.49	–0.14
	Assertiveness	0.15	0.04	0.00	0.36	–0.04	0.12	0.75	–0.09	0.12	0.09	0.16	0.30
	Societal knowledge	–0.02	0.02	0.36	–0.09	0.02	0.04	0.66	0.10	–0.05	0.03	0.05	–0.29
	Interpersonal knowledge	–0.01	0.02	0.74	–0.03	–0.01	0.05	0.87	–0.04	–0.02	0.03	0.51	–0.10

Note: Control variables: school year, gender, parental education level, generation of the child, language spoken at home, grade retention, structure of family composition, and urbanisation.