Abstract
Based on analyses of 1,622 Hmong adolescents in a large urban school district, we illuminate a positive association between school different-race exposure and Hmong limited English proficient students’ reading achievement. However, we also note a negative association of neighbourhood different-race exposure with Hmong students from low socioeconomic status (SES) backgrounds. These findings suggest that even if school different-race exposure opportunities are developed through racially diverse schools, this does not necessarily lead to desirable interracial social ties between Hmong students and mainstream English-speaking students. Rather, Hmong students from low SES backgrounds are more likely to benefit academically when they reside in predominantly Hmong neighbourhoods
Original language | English |
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Pages (from-to) | 1255-1283 |
Number of pages | 29 |
Journal | Urban Education |
Volume | 52 |
Issue number | 10 |
DOIs | |
Publication status | Published - 1 Dec 2017 |