Associations of School-Level Racial and Ethnic Homogeneity on Young Children’s Emotional Competence

This study investigates the associations between school-level racial/ethnic homogeneity on children’s emotional competence. Attending a homogeneous Black/African American preschool was associated with lower emotional competence scores than peers at heterogeneous preschools; attending a White/Caucasian homogeneous preschool was associated with higher emotion labeling scores than peers at heterogeneous schools.