Estimating School Race/Ethnic Enrollment Effects on Student Mental Health: Density and Diversity as a Risk or Protective Factor.

Objective: To investigate effects of school race/ethnic enrollment on mental health in early adolescence by examining both race/ ethnic density (percent non-Latinx [NL] White enrollment) and diversity (range/size of all race/ethnic groups enrolled). Variation by student race/ethnic identity is examined as minority stressors are uniquely experi­enced by race/ethnic minority students. Design: Longitudinal cohort from a broader mental health study. Setting: Fourteen schools in Texas (2011- 2015). Participants: Sixth-grade participants (mean age 11.5 years) linked to publicly available data about their school (N=389). Methods: Generalized estimating equations tested main effects of density/diversity on depressive-anxious symptoms across stu­dent-reported race/ethnic identity, adjusting for student/school factors. Owing to statisti­cally significant Latinx-group differences by acculturative stress, four unique identities were generated: NL-Black, low-stress Latinx, high-stress Latinx, and NL-White—referent. Points of convergence of student mental health profiles across density/diversity were explored. Main Outcome Measures: Self-reported depressive-anxious symptoms over a two-year period. Results: A significant interaction between density and student race/ethnicity was found (P<.01), with NL-Black and low-stress Latinx vs NL-White students experi­encing higher symptoms over the two-year period, net of covariates. In contrast, greater diversity was associated with higher symp­toms, net of controls (P<.05). A marginally significant interaction (P=.06) revealed fewer symptoms for high-stress Latinx vs NL-White students. At about 25%, NL-White density and diversity of .5-.6, all students experienced similar mental health profiles. Conclusions: Greater NL-White density increases mental health risk for NL-Black and low-stress Latinx students, while school diversity lowers risk for high-stress Latinx students. These findings demonstrate how educational settings may produce or lessen minority stress. Ethn Dis. 2021;31(2):205- 216; doi:10.18865/ed.31.2.205