TY - JOUR
AU - Kurtz-Costes, Beth
AB - EDUCATIONAL PSYCHOLOGIST, 36(1), 1–7 Copyright © 2001, Lawrence Erlbaum Associates, Inc. Introduction: The Schooling of Ethnic Minority Children and Youth MEECE AND KURTZ-COSTES INTRODUCTION Judith L. Meece School of Education University of North Carolina at Chapel Hill Beth Kurtz-Costes Department of Psychology University of North Carolina at Chapel Hill As we write this introductory article, a record number of stu eign-born persons residing in the United States reached 25 dents—53 million—are entering public and private elemen- million, and Asia and Latin America have become the major tary and secondary schools in the United States (U.S. Depart- sources of immigrants (National Research Council [NRC], ment of Education, 2000). This population of schoolchildren 1997). Due to increases in the number of immigrants living in is more heterogeneous with respect to its racial and ethnic the United States, a larger percentage of America’s school composition than ever before. As recently as 1980, nearly population is foreign born, from 1% in 1970 to nearly 4% in 75% of all children in this country were non-Hispanic 1990. Recent reports indicate that approximately 5% of all Whites. Currently, almost 40% of the total public school school-age children in the United States speak a language population 
TI - Introduction: The Schooling of Ethnic Minority Children and Youth
JF - Educational Psychologist
DO - 10.1207/S15326985EP3601_1
DA - 2001-01-01
UR - https://www.deepdyve.com/lp/taylor-francis/introduction-the-schooling-of-ethnic-minority-children-and-youth-Ioy5H0TXum
SP - 1
EP - 7
VL - 36
IS - 1
DP - DeepDyve
ER -