African American and European American Children in Diverse Elementary Classrooms: Social Integration, Social Status, and Social Behavior

• Autores: Travis Wilson, Philip C. Rodkin
• Localización: Child development, ISSN 0009-3920, Vol. 82, Nº. 5, 2011, págs. 1454-1469
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • With a sample of African American and European American 3rd- and 4th-grade children (N = 486, ages 8–11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross-ethnicity dislike). African American—but not European American—children had more segregated relationships and were more disliked by cross-ethnicity peers when they had fewer same-ethnicity classmates. African American children’s segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity. European American children’s segregation was positively associated with same-ethnicity social preference but negatively associated with cross-ethnicity social preference and perceived popularity.