- There are significant associations among self-esteem, academic and extracurricular placement, and cultural flexibility for black students.
- Black students in majority-minority schools scored significantly higher on cultural flexibility scale than those in majority-White schools.
- There are connections between student and school behaviors as they pertain to both students’ and educators’ willingness and ability to realize the visions of racial and ethnic integration wholly.
- There exist some significant differences in students’ cultural flexibility based on where they are in school, in either a majority-minority or majority-White school. Students attending a majority racial and ethnic minority schools are more likely to have higher cultural flexibility.
- Those Black students enrolled in either AP or honors courses show a modest though greater level of cultural flexibility than those enrolled in non-AP and non-honors classes.
- Black students’ preferential attitudes about the racial and ethnic composition of their schools and neighborhoods have no influence on their cultural flexibility.
- For White students, the school type does not matter. Their preferential attitudes about their schools’ and neighborhoods’ racial , ethnic, and class composition do not matter either. The statistically significant predictors of cultural flexibility found among this group were participation in AP or honors courses and regional location.