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Coping With Interracial Stress in Ethnically Diverse Classrooms: How Important Are Allport's Contact Conditions?
Author(s) -
MarcusNewhall Amy,
Heindl Timothy R.
Publication year - 1998
Publication title -
journal of social issues
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.618
H-Index - 122
eISSN - 1540-4560
pISSN - 0022-4537
DOI - 10.1111/j.1540-4560.1998.tb01250.x
Subject(s) - psychology , desegregation , coping (psychology) , ethnically diverse , social psychology , ethnic group , perception , self esteem , clinical psychology , developmental psychology , sociology , geography , anthropology , archaeology , neuroscience
This study examined desegregated classrooms with an emphasis on how students' perceptions of Allport's (1954) contact dimensions influence the frequency and effectiveness of their coping strategies for interracial stress, their self‐esteem, and their self‐reported academic performance. Fourth, fifth, and sixth graders from two ethnically diverse middle schools in Los Angeles, California, participated. Results indicated that students' perceptions of a more positive interracial classroom climate were associated with less frequent and more effective coping strategies, specifically as related to the frequency and effectiveness of positive/approach coping strategies. Positive classroom climate also was related to higher self‐esteem and better academic performance. This research highlights the importance of the presence of contact criteria when desegregation is to be a positive experience both academically and socially and of the integration of coping strategies as a means of reducing interracial stress.