The Influence of Classroom Ethnic Composition on Same- and Other-Ethnicity Peer Nominations in Middle School

Autor/inn/en	Bellmore, Amy D.; Nishina, Adrienne; Witkow, Melissa R.; Graham, Sandra; Juvonen, Jaana
Titel	The Influence of Classroom Ethnic Composition on Same- and Other-Ethnicity Peer Nominations in Middle School
Quelle	In: Social Development, 16 (2007) 4, S.720-740 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2007.00404.x
Schlagwörter	Ethnicity; Peer Groups; Peer Acceptance; White Students; Student Diversity; Peer Relationship; Middle School Students; Minority Group Children; Hispanic American Students; Asian American Students; African American Students; Racial Bias; Classroom Environment + Suchen Sie Ihr Suchwort? Ethnizität; Gleichaltrigengruppe; Peer Group; Peer-Beziehungen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner; Racial discrimination; Rassismus; Klassenklima; Unterrichtsklima
Abstract	The study of peer group status typically involves examination of peer nominations received. In this study, the focus was on nominations given and received. We examined the degree to which middle school students from different ethnic groups demonstrate same-ethnicity preferences in their peer nominations, the effects of the classroom ethnic composition on these preferences, and the association between same-ethnicity preferences and social standing. Latina/o, Asian, and White students demonstrated a positive same-ethnicity bias (i.e., greater acceptance and less rejection of same-ethnicity peers) whereas African-American students demonstrated a global same-ethnicity bias (i.e., they were more likely to nominate African-American students in general). All students made more nominations to same-ethnicity peers when there were larger numbers of same-ethnicity peers in the classroom. Students who made more acceptance nominations to same-ethnicity peers were more accepted among same-ethnicity peers and less accepted among other-ethnicity peers. The significance of the ethnic context to understanding students' peer status and the benefits and costs of same-ethnicity biases are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10