Children's Cross-Ethnic Relationships in Elementary Schools: Concurrent and Prospective Associations between Ethnic Segregation and Social Status

Autor/inn/en	Wilson, Travis M.; Rodkin, Philip C.
Titel	Children's Cross-Ethnic Relationships in Elementary Schools: Concurrent and Prospective Associations between Ethnic Segregation and Social Status
Quelle	In: Child Development, 84 (2013) 3, S.1081-1097 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12020
Schlagwörter	Student Diversity; Racial Relations; Ethnic Groups; Social Status; African American Students; White Students; Peer Acceptance; Rejection (Psychology); Racial Differences; School Segregation; Elementary School Students; Longitudinal Studies; Peer Relationship; Social Behavior; Student Behavior; Gender Differences; Aggression + Suchen Sie Ihr Suchwort? Ethnie; Sozialer Status; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ablehnung; Rassenunterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Social behaviour; Soziales Verhalten; Student behaviour; Schülerverhalten; Geschlechterkonflikt
Abstract	This study examined whether ethnic segregation is concurrently (fall) and prospectively (fall to spring) associated with social status among 4th- and 5th-grade African American and European American children ("n" = 713, ages 9-11 years). Segregation measures were (a) same-ethnicity favoritism in peer affiliations and (b) cross-ethnicity dislike. Social status measures were same- and cross-ethnicity peer nominations of acceptance, rejection, and cool. Among African Americans, fall segregation predicted declines in cross-ethnicity (European American) acceptance and same-ethnicity rejection, and increases in same-ethnicity acceptance and perceived coolness. For European American children, fall segregation predicted declines in cross-ethnicity (African American) acceptance and increases in cross-ethnicity rejection. Results indicate that segregation induces asymmetric changes in social status for African American and European American children. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10