ERIC Number: EJ1154598
Record Type: Journal
Publication Date: 2017-Oct
Abstractor: As Provided
The Hidden Role of Teachers: Child and Classroom Predictors of Change in Interracial Friendships
Cappella, Elise; Hughes, Diane L.; McCormick, Meghan P.
Journal of Early Adolescence, v37 n8 p1093-1124 Oct 2017
Children in late elementary and middle school tend to form friendships with same-race peers. Yet, given the potential benefits of cross-race friendships, it is important to understand the individual and contextual factors that increase the likelihood of cross-race friendship over time. Guided by contact hypothesis and systems theory, we examine the student and classroom predictors of change in same-race friendships over 1 school year using a sample of 553 African American and European American students in 53 classrooms. Results suggest that same-race friendships increase over time, with greater increases among European American and older children. Youth externalizing behavior predicted a greater increase in same-race friendships; classroom support predicted less of an increase in same-race friendships from fall to spring. Lastly, African American students in classrooms with greater differential teacher treatment were more likely to engage in cross-race friendships over time. Findings are discussed in light of psychological and educational theories and prior research.
Descriptors: Racial Relations, Friendship, Behavior Problems, Elementary School Students, Middle School Students, Individual Characteristics, Context Effect, Predictor Variables, Systems Approach, Educational Theories, White Students, African American Students, Teacher Student Relationship, Individual Development, Student Surveys, Parent Surveys, Likert Scales, Classroom Environment, Hierarchical Linear Modeling, Student Attitudes, Age Differences, Longitudinal Studies, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B080019