The Hidden Role of Teachers: Child and Classroom Predictors of Change in Interracial Friendships

Autor/inn/en	Cappella, Elise; Hughes, Diane L.; McCormick, Meghan P.
Titel	The Hidden Role of Teachers: Child and Classroom Predictors of Change in Interracial Friendships
Quelle	In: Journal of Early Adolescence, 37 (2017) 8, S.1093-1124 (32 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431616648454
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Freundschaft; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Prädiktor; Systemischer Ansatz; Educational theory; Theory of education; Bildungstheorie; African Americans; Afroamerikaner; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Entwicklung; Schülerbefragung; Likert-Skala; Klassenklima; Unterrichtsklima; Schülerverhalten; Age; Difference; Age difference; Altersunterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01