Premium
African American and European American Children in Diverse Elementary Classrooms: Social Integration, Social Status, and Social Behavior
Author(s) -
Wilson Travis,
Rodkin Philip C.
Publication year - 2011
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2011.01634.x
Subject(s) - ethnic group , popularity , psychology , friendship , preference , social psychology , peer group , developmental psychology , sociology , anthropology , economics , microeconomics
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.