Classroom Contextual Effects of Race on Children's Peer Nominations

• Melissa Faye Jackson ^[1] ; Joan M. Barth ^[1] ; Nicole Powell ^[1] ; John E. Lochman ^[1]
  1. [1] The University of Alabama
• Localización: Child development, ISSN 0009-3920, Vol. 77, Nº. 5, 2006, págs. 1325-1337
• Idioma: inglés
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• Resumen

  • Black children generally receive poorer sociometric nominations compared with Whites. This effect is not fully understood because Black children rarely hold a classroom majority and teachers' race is rarely investigated. Research from a person–environment perspective suggests that the effects of children's race depend on the racial composition of the classroom and society's racial attitudes. Sociometric nominations were obtained from 1,268 5th graders, between 9 and 11 years old (53% Black), across 57 classrooms (3–95% Black students). Half of the teachers were Black. The results indicated that ratings of Black children were more influenced by the racial context of classrooms than were ratings of White children. The implications of this study are discussed in relation to group dynamics and racial discrimination.