Academic development and disparities in linguistically diverse middle school classrooms: The role of social network equality and linguistic integration

Abstract

As evidence mounts of persistent disparities in academic outcomes by English learner (“EL”) classification status, it is critical that we better understand how to create more equitable classroom learning environments. The present study investigates the role of classroom peer academic collaboration networks within linguistically diverse, “English‐medium” middle school classrooms. Across 29 classrooms, 491 early adolescents (including 158 EL students) identified whom they “usually work with” in class; from these data, we operationalized two characteristics of each classroom's peer network: social network equality (the extent to which academic collaboration ties were equally distributed) and linguistic integration (the extent to which cross‐group ties between ELs and non‐ELs were as common as same‐group ties). In multilevel models, we tested across‐year mean and fall‐to‐spring change in each of these network characteristics as predictors of relative across‐year growth in EL students’ assessed oral language proficiency, and in all students’ academic outcomes, including teacher‐rated class participation and content understanding, and standardized test scores in the content area of the observed class. We additionally tested whether EL status moderated associations between classroom network characteristics and academic outcomes. Findings suggest benefits of positive across‐year change in social network equality and linguistic integration for all students’ academic development in class. In addition, classroom network characteristics may help to reduce disparities: mean social network equality was more positively associated with relative growth in content understanding and standardized test scores for ELs than for non‐ELs, and change in linguistic integration positively predicted oral language development among EL students.

Social development quartet: Benefits of intergroup connections: Examining associations between peer networks and academic and socio‐emotional competencies of diverse youth

“…The articles in this quartet also explore the academic and social benefits of intergroup connections in a multitude of ways. First, they explore different types of intergroup connections including connections between youth whose parents have differing levels of education (McDermott et al., this issue) and cross‐linguistic connections (Hwang et al., this issue; Elreda et al., this issue). Future research could expand beyond these groups to explore the benefits of cross‐group connections by race/ethnicity, immigration status, sexual orientation, or gender identity.…”

“…Future research could consider multiplex social network analyses that allow for the simultaneous exploration of the role of multiple types of relationships in youth academic and social outcomes (e.g., Snijders et al., 2013; Vörös & Snijders, 2017). Third, these articles explored the benefits of intergroup connections in multiple settings including schools (McDermott et al., this issue), classrooms (Elreda et al., this issue), and after school programs (Hwang et al., this issue). Future research could compare the benefits of intergroup connections across multiple types of settings that are important to youth including school settings (e.g., classrooms, schools) and settings beyond school (e.g., neighborhoods, clubs).…”

“…Elreda et al. (this issue) examined the academic collaboration networks of English learners and their native English speaking peers in 29 6 th through 8 th grade middle school classrooms. In their study, Elreda et al.…”

“…The last two articles in this Social Development Quartet also examine a bridging social capital mechanism but focus on the potential benefits of intergroup connections for linguistically diverse youth (Hwang et al., this issue; Elreda et al., this issue). Specifically, the authors of both articles reasoned that cross‐linguistic relationships may provide youth with access to novel information, resources, and skills that could boost both social and academic outcomes.…”

“…In their study, Elreda et al. (this issue) were particularly interested in setting level network predictors of youth's academic outcomes including class participation, understanding of class topics, and standardized test scores. Specifically, they examined the extent of linguistic integration in the classroom networks (Moody, 2001) and the extent to which academic collaboration relationships were evenly distributed across the classroom (i.e., social network equality ; Cappella et al., 2013).…”