Promoting Identity Development, Multicultural Attitudes, and Civic Engagement Through Ethnic Studies: Evidence From a Natural Experiment.

Sarah Gillespie, Mirinda M Morency, Elizabeth Fajemirokun, Gail M Ferguson

Abstract read

In one paragraph

Article in Child development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Sarah GillespieInstitute of Child Development, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA.ORCID https://orcid.org/0000-0002-9552-4602

Mirinda M MorencyInstitute of Child Development, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA.

Elizabeth FajemirokunInstitute of Child Development, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA.

Gail M FergusonInstitute of Child Development, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA.ORCID https://orcid.org/0000-0002-7865-5352

Funding

INSTITUTIONAL NATIONAL RESEARCH SERVICE AWARDT32MH015755 · NIMH · UNIVERSITY OF MINNESOTA TWIN CITIES · PI Megan R Gunnar · 1985 to 2026

$5.9M

American Psychological FoundationNational Science Foundation Graduate Research Fellowship ProgramNIH HHSNIMH NIH HHS T32 MH015755

6 · The paper itself

Abstract

This study used a natural experiment design to examine the impact of ethnic studies courses on students' ethnic-racial identity (ERI) development, multicultural attitudes, and civic engagement during the 2021-2022 school year in Minneapolis, MN (N = 535; 33.5% White, 29.5% Black, 21.1% Latine, 10.7% multi-racial; 44.7% female, 7.1% non-binary). Compared to students who were quasi-randomly assigned to a control class, 9th graders taking an ethnic studies class (treatment group) engaged in significantly more midpoint ERI exploration (β = 0.12), resulting in stronger endpoint ERI resolution (β = 0.48-0.57). Increased exploration mediated more favorable attitudes toward multiculturalism (indirect effect = 0.05) and more frequent civic engagement activities (indirect effect = 0.02). Results have implications for policy efforts to expand ethnic studies.

Indexed as

AttitudeCultural DiversityEthnicitySocial IdentificationAdolescentChildFemaleHumansMaleMinnesotaethnic‐racial identityethnic studiesglobal competence

Identifiers

PMID39831791

DOI10.1111/cdev.14219

PMCPMC12023817

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