Introduction: The Schooling of Ethnic Minority Children and Youth

By J. Meece, B. Kurtz-Costes. 2001

104 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8b64e901dcebecf151bf0e4fde7385d581a8f2cb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. L. Liebenberg
2. M. Suizzo
3. John L. Hosp
4. D. Reschly
5. Jorge E. Gonzalez
6. R. Reid
7. L. Theron
8. M. Epstein

In Sociology and Political Science

1. M. Suizzo
2. John L. Hosp
3. D. Reschly
4. L. Liebenberg
5. L. Theron
6. Laura M. Stapleton
7. M. Ungar
8. W. Lens

Citations in the corpus

• Disproportionate Representation of Minority Students in Special Education: Academic, Demographic, and Economic Predictors (2004, background): “These patterns are consistent in 4th, 8th, and 12th grade (the three grades in which the NAEP is administered), and are present even when parent income and housing value are controlled for (Meece & Kurtz-Costes, 2001).”
• Home‐based Parental Involvement in Young Children’s Education: Examining the effects of maternal education across U.S. ethnic groups (2007, background): “Scholars have therefore called for thorough descriptive studies to identify the aspects of family background that are most likely to lead to higher levels of home‐based parental involvement with young children (Bradley, Corwyn, McAdoo, & Garcia Coll, 2001 ; Hill, 2001 ; Meece & Kurtz‐Costes, 2001”
• Research on the Academic Status of Children with Emotional and Behavioral Disorders (2003, background): “Similarly, the research on students without disabilities indicates that differences between racial/ ethnic groups (Meece & Kurtz-Costes, 2001) and between individuals from different socioeconomic levels (Dixon-Floyd & Johnson, 1998) exist in many areas of academic achievement, including test…”
• Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap (2002, background): “…achievement focus only on negative outcomes, failing to uncover and inform interventions of modifiable factors that lead some students to academic success (Meece & Kurtz-Costes, 2001; Spencer, Noll, Stolzfus, & Harpalani, 2001) despite formidable economic and social barriers (Bronfenbrenner, 1986).”
• A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance (2004, background): “Similarly, achievement differences among racial/ethnic groups (Meece & Kurtz-Costes, 2001) and among individuals from different socioeconomic levels (Dixon-Floyd & Johnson, 1998) have been well documented and may occur within EBD groups.”
• How Schools Enhance the Development of Young People’s Resilience (2019, background): “Findings from Meece and Kurtz-Costes (2001) and Phalet et al. (2004) add to these findings, showing that youth who have a low sense of mastery over school work and do not see themselves as successful students, or do not perceive school as a means to reach their future goals are more likely to fail…”
• Parents' Goals and Values for Children (2007, background): “They are most likely to suffer from discrimination and lower academic achievement outcomes relative to European Americans and Chinese Americans (Garcia Coll et al., 1996; Meece & Kurtz-Costes, 2001).”
• Gender and motivation (2006, background): “A persistent call has been echoed for more research on sociocultural influences on motivation (Graham, 1994; Meece & Kurtz-Costes, 2001; Pintrich & Zusho, 2002).”
• How Future Goals Enhance Motivation and Learning in Multicultural Classrooms (2004, background): “Turning to the schooling experience of minority students, future goal setting acquires special relevance as a psychological buffer against more frequent school failure and dropout (Meece and Kurtz-Costes, 2001).”