The Significance of Cross-Racial/Ethnic Friendships: Associations with Peer Victimization, Peer Support, Sociometric Status, and Classroom Diversity

Autor/inn/en	Kawabata, Yoshito; Crick, Nicki R.
Titel	The Significance of Cross-Racial/Ethnic Friendships: Associations with Peer Victimization, Peer Support, Sociometric Status, and Classroom Diversity
Quelle	In: Developmental Psychology, 47 (2011) 6, S.1763-1775 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0025399
Schlagwörter	Peer Relationship; Friendship; Victims; Racial Relations; Longitudinal Studies; Peer Influence; Student Diversity; Classroom Environment; Racial Composition; Social Influences; Elementary School Students; Predictor Variables; African American Students; White Students; Asian American Students; Hispanic American Students + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Freundschaft; Victim; Opfer; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Klassenklima; Unterrichtsklima; Sozialer Einfluss; Prädiktor; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	This short-term longitudinal study examined the associations between cross-racial/ethnic friendships and relative changes in forms of peer victimization or peer support and the roles of classroom diversity and sociometric status (i.e., social preference) in these associations. A total of 444 children (age range: 9-10 years) from racially/ethnically diverse elementary schools participated in this study. Results demonstrated that cross-racial/ethnic friendships (but not same-racial/ethnic friendships) uniquely predicted relative decreases in relational victimization. Further, classroom diversity moderated the relations of cross-racial/ethnic friendships with relative decreases in physical victimization and relative increases in peer support, such that these relations were stronger for children in highly diverse classrooms. Finally, social preference mediated the association between cross-racial/ethnic friendships and relative decreases in relational victimization. The associations among cross-racial/ethnic friendships, same-racial/ethnic friendships, social experiences with peers, and classroom diversity are discussed. (Contains 4 tables, 4 footnotes and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10