The intersectionality of race/ethnicity and socioeconomic status on social and emotional skills |
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| Affiliation: | 1. Beijing Normal University-Hong Kong Baptist University United International College, China;2. ACT, Inc., USA;1. Faculty of Education, Northeast Normal University, Renmin Street, 5268, China;2. Swedish School of Social Science, University of Helsinki, Snellmaninkatu 12, PO BOX 16, 00014, Finland;1. Erzincan Binali Yıldırım University, Turkey;2. Hacettepe University, Turkey;1. 1518 Clifton Rd, NE, Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA, 30322, USA;2. 1520 Clifton Rd, NE, Neil Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA, 30322, USA;3. 720 Westview Drive, Morehouse School of Medicine, Atlanta, GA, 30310, USA;4. National Heart, Lung, and Blood Institute, National Institutes of Health, Bethesda, MD, 20824, USA;5. 1462 Clifton Road, NE, Suite 507, Division of Cardiology, School of Medicine, Emory University, Atlanta, GA, 30322, USA;1. University of Houston, United States;2. University of California—Davis, United States;1. KU Leuven, Behavioral Engineering Group, Campus Leuven, Naamsestraat 69 – Box 3545, 3000 Leuven, Belgium;2. Graduate School of Business, Stanford University, Stanford Graduate School of Business, 655 Knight Way, Stanford, CA, 94305, United States;1. University of Toronto, Mississauga, Canada;2. University of Toronto, Scarborough, Canada |
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| Abstract: | The intersectionality of race/ethnicity and socioeconomic status (SES) in predicting social and emotional (SE) skills was examined for 81,950 6th–8th graders. At low levels of SES, White students tended to have the lower SE scores. However, as SES increased, they tended to have higher scores relative to minority groups. Across SES levels, Asian students showed higher Academic Discipline and Self-Regulation scores. The SES and SE skill relationship was less pronounced for underserved minority groups. This may be among the first reports where a measure of SE skills has documented different relationships with SES as a function of race/ethnicity. Possible explanations for these findings, as well as implications for designing culturally responsive programs that focus on SE skills, are discussed. |
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| Keywords: | Race/ethnicity Socioeconomic status Social and emotional skills Personality traits |
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