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ERIC Number: EJ1209021
Record Type: Journal
Publication Date: 2019-Apr
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0272-4316
Peer Victimization and School Adjustment among Ethnically Diverse Middle School Students: Does Ethnic Ingroup Representation Matter?
Espinoza, Guadalupe; Schacter, Hannah; Juvonen, Jaana
Journal of Early Adolescence, v39 n4 p499-519 Apr 2019
Although research has shown that peer victimization is related to negative school outcomes, whether ethnic ingroup size alters victimization-adjustment links is unclear. This study examines whether smaller ethnic ingroup representation amplifies the negative associations between peer victimization and school adjustment. We also examine whether ingroup representation may be more salient for some ethnic groups than others. The ethnically diverse sample includes 4,577 students from 26 schools spanning from the fall of sixth grade to spring of seventh grade (41% Latino, 26% White, 17% Asian American, 16% African American). An interaction between victimization and ethnic ingroup representation emerged only among Latino students. Latino youth victimized in the sixth grade, who attended a school with fewer same-ethnic peers, showed increases in negative seventh-grade climate perceptions and decreases in engagement. Our findings highlight that for Latino youth, ethnic ingroup representation is an important factor to consider when examining the school-related adjustment of victimized youth.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 6; Intermediate Grades; Grade 7
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); National Institutes of Health (DHHS)
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: 0921306|1R01HD05988201A2