ERIC Number: EJ938661
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 0
African American and European American Children in Diverse Elementary Classrooms: Social Integration, Social Status, and Social Behavior
Wilson, Travis; Rodkin, Philip C.
Child Development, v82 n5 p1454-1469 Sep-Oct 2011
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.
Descriptors: African American Children, Ethnicity, Social Status, Social Integration, Social Behavior, Peer Relationship, Peer Groups, Elementary School Students, Peer Acceptance, Friendship, Correlation, Racial Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A