Same-Race Friendship Preference across the Middle School Years: The Role of School Racial/Ethnic Context

Autor/inn/en	Kogachi, Kara; Graham, Sandra
Titel	Same-Race Friendship Preference across the Middle School Years: The Role of School Racial/Ethnic Context
Quelle	In: Developmental Psychology, 57 (2021) 12, S.2134-2149 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kogachi, Kara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001263
Schlagwörter	Friendship; Racial Differences; Preferences; Student Diversity; Middle School Students; Predictor Variables; Classroom Environment; Educational Environment; Racial Composition; Honors Curriculum; Urban Schools; African American Students; Asian American Students; Hispanic American Students; White Students; Student Characteristics; Grade Point Average; California (Los Angeles) + Suchen Sie Ihr Suchwort? Freundschaft; Rassenunterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prädiktor; Klassenklima; Unterrichtsklima; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Afroamerikaner; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	The current study examined the developmental trajectory of same-race friendship preference of racially/ethnically diverse students over the course of middle school. Participants were African American, Asian, Latinx, and White youth recruited at the start of middle school in 6th grade (N = 4,361; M[subscript age] = 11.33 years) and followed across the 3 years of middle school. School racial/ethnic diversity and the racial/ethnic representation of students in their academic classes, including honors classes, were examined as predictors of friendship preferences over time. Results from latent growth curve models revealed that same-race friendship preference increased over the course of middle school and was shaped by both the school and classroom racial/ethnic context, above and beyond availability. Greater school racial/ethnic diversity predicted steeper increases in same-race friendship preference over time for all racial/ethnic groups. However, there were interactions involving race/ethnicity when the analyses focused on how students were represented in their academic classes compared with school. African American and Asian youth who were underrepresented in honors classes showed steeper increases in same-race friendship preference over time. Implications for prejudice reduction and creating more inclusive school environments are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01