Social Integration between African American and European American Children in Majority Black, Majority White, and Multicultural Elementary Classrooms

Autor/inn/en	Rodkin, Philip C.; Wilson, Travis; Ahn, Hai-Jeong
Titel	Social Integration between African American and European American Children in Majority Black, Majority White, and Multicultural Elementary Classrooms
Quelle	In: New Directions for Child and Adolescent Development, (2007) 118, S.25-42 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cd.199
Schlagwörter	African American Students; Social Integration; Network Analysis; Mathematics Achievement; Social Organizations; Cultural Pluralism; Social Networks; White Students; Ethnic Groups; Minority Groups; Grade 3; Grade 4; Friendship; Evaluation Methods + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Soziale Integration; Netzplantechnik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kulturpluralismus; Social network; Soziales Netzwerk; Ethnie; Ethnische Minderheit; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Freundschaft
Abstract	In this article, the authors use social network analysis and multilevel modeling to examine a central feature of classroom social organization: the ethnic composition of the classroom. They examine classroom ethnic composition as it relates to patterns of social integration between African American and European American children. They asked whether the social integration patterns of black and white students vary according to whether their classroom has a clear ethnic majority and, if so, whether the numerically preponderant group is African American or European American. They hypothesized that integration patterns within majority black and majority white classrooms would depend on children's status as a numerical majority or minority in the classroom and also on minority status in the macrosystemic culture. As such, a white student in a majority black classroom should have different integration patterns from a black student in a majority white classroom. (Contains 4 tables and 5 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10